
Class _Mj£Ml 
Rnok M^ 

GopyiightN°. 

COPYRIGHT DEPOSm 



The Achievements and 

Abilities of the 

Blind 



BY 

Prof. James W. Welch 

A Graduate of the Ohio Institution for the Blind 



Price, One Dollar and Fifty Cents 



COLUMBUS, OHIO 

Fred. J. Heer, Publisher 
1905 



Copyrighted 1905 by 
JAMES W. WELCH 



V^'' r. 



V^- ^.V^ 



[K 



LIBRARY of COWGRESS 
Two CoDies Received 
'JAN 18 190b 

Copyright Entry 

CLASS fx XXc, No. 

COPY B. 



Sy 




pq 



TABLE OF CONTENTS. 



Introduction . 

Dk. Edwin N. Brown 

Preface . 



Chapter 


I 


Chapter 


II 


Chapter 


III 


Chapter 


IV 


Chapter 


V 


Chapter 


VI 


Chapter 


VII 


Chapter 


VIII 


Chapter 


IX 


Chapter 


X 


Chapter 


XI 


Chapter 


XII 


Chapter 


XIII 


Chapter 


XIV 


Chapter 


XV 


Chapter 


XVI 


Chapter 


XVII 


Chapter 


XVIII 


Chapter 


XIX 


Chapter 


XX 


Chapter 


XXI 


Chapter 


XXII 


Chapter 


XXIII 


Chapter 


XXIV 


Chapter 


XXV 


Chapter 


XXVI 



Chapter XXVII 



PAGE 
1 

3 

7 

9 

. 12 

15 
. 18 

21 
. 25 

28 
. 30 

32 
. 36 

40 
. 43 

46 
. 49 

60 
. 65 

72 
. 79 

86 
. 91 

95 

. 99 

105 

. 109 

114 

. 119 

488 



(iii) 




G. L. Smead, 

Retiring Superintendent Ohio State School for the Blind 
Who served thirty years as teacher and Superin- 
tendent of said School. 



INTRODUCTION. 

My experience of nearly twenty-nine years in the 
education of the bhnd leads me to the conclusion that 
the blind have the ability to acquire an equal educa- 
tion with the same number of seeing persons selected 
from the same rank in life. Their advancement in 
study is slower than that of the seeing, but with suffi- 
cient time allowed they can attain as great proficiency 
as other students of the same ability. 

Those studies in which sight is required for illus- 
tration and experiment are more difficult for the blind, 
yet by the use of tangible apparatus a fair degree of 
attainment may be secured even in the natural sciences. 

Of late years the sharp competition in the profes- 
sions and trades and the use of machinery have made 
success in life a more difficult question for the blind. 
Yet in spite of these hindrances many of the blind 
of the country have succeeded in maintaining them- 
selves. 

A good number of the graduates of the Ohio 
Institution are occupying worthy positions in life aS 
teachers, piano tuners, and broom makers. 

Some have maintained themselves as dealers in 
musical instruments and other commodities. The same 
qualities of energy and character are necessary for the 
blind as for the seeing in order to meet the hard con- 
ditions of life. I esteem it one of the happy things 
of my experience that !^^have known so many persons 
who have met these hard conditions . and conquered 
them, and by their victory have made themselves bet- 
ter and stronger men and women. 

Among those who have profited by the advantages 



2 INTRODUCTION. 

of the Ohio State School for the BHnd the author of 
this book occupies a worthy place. By his energy and 
business ability he has been able to care for himself 
and family, and occupy an independent position among 
his fellowmen. 

Conspicuous examples of successful pupils of the 
Ohio School for the Blind are: Walter L. Campbell, 
A. L. Bohrer, J. Frank Lumb, and Misses Lena Ern- 
stand, Clara Austin; also James McCombs, Edward 
Roberts, Wm. Dalgarn, Chas. Extine, James Foster. 
These are but a few of the many men and women who 
are an honor to the Ohio Institution. Doubtless other 
states have a proportionate number of blind people 
who have been educated in the several institutions of 
the country and who have lived worthy and efficient 
lives. Surely there are examples enough in the coun- 
try of successful blind persons to prove conclusively 
that the education of the blind is not only feasible, but 
worth all the expense that the state incurs for this 
purpose. 

G. L. Smead. 

Ohio State School for the Blind. 



DR. EDWIN N. BROWN. 

When, upon the retirement of Rev. Smead, the 
Board of Trustees began to cast about for a suitable 
successor, there were three important requisites uhich 
they kept constantly in view : First, that he should be 
a man of such experience and character as to com- 
mand the confidence and respect both of the school 
and of the public ; second, that he should be not merely 
a good executive officer, but an educator of such 
standing and qualifications as should enable him 
wisely to direct the educational side of the work and 
give proper emphasis to the idea that the institution 
is a school and not an asylum ; third, it was carefully 
provided that he should be a man of such natural 
sympathies and friendly, though stalwart, traits of' 
character as should enable him not only to win the 
esteem and affection of the pupils, but to inspire and 
direct them along ascending paths of acquisition and 
achievement. 

Of all the names suggested for the place, that of 
Dr. Edwin N. Brown, at the time Superintendent of 
the Public Schools of Dayton, Ohio, was the one 
which most strongly attracted, the attention of the 
Board of Trustees. He was therefore selected for the 
place, and since entering upon his duties, September 
15, 1905, no one has for a moment doubted the wisdom 
of the board in Dr. Brown's selection. 

He was born in Lansing, Mich., in the year i860. 
He attended the public schools of his native county, 
from which he went to the university at Ann Arbc 
and graduated in the classical course in 1883 with the 

(3) 



4 DR. EDWIN N. BROWN. 

degree of A. B., and in the year following, doing po.st- 
graduate work, was awarded the degree of A. M. 
Entering at once upon the work of teaching, he was 
engaged first as instructor of languages at Elkhart, 
Ind., and later as principal of the high school at Jones- 
ville, Michigan, and still later, in the year 1889, as 
superintendent of schools at Allegan, Michigan. 
Meantime he had studied law during the sum- 
mers, been admitted to the bar, and, returning to the 
University of Michigan, had completed the regular 
law course, receiving the usual law degree, LL. B. 
Finding, however, that his tastes and interests lay in 
education rather than legal lines, he continued his for- 
mer profession and in 1892 was called to the superin- 
tendency of the city schools at Hastings, Neb., where 
he served efficiently for seven years until 1899, when 
he resigned to travel abroad for educational purposes. 
After visiting the chief cities and educational centers 
of England and Scotland, he proceeded to Germany, 
where he remained for study in the University of Leip- 
sic for about a year and a half, gathering materials 
from original sources and European libraries, chiefly 
pedagogy and philosophy, in recognition of which his 
alma mater in 1902 conferred upon him the degree of 
Ph. D. In the fall of the same year he went to Day- 
ton as superintendent of the public schools of that 
city, which position he occupied up to the time of his 
election to the superintendency of the Ohio State 
School for the Blind. 

Dr. Brown is a man of pleasing address, slightly 
above medium height and weight, tender and sympa- 
thetic in nature, yet firm and decisive in the execution 
of regulations which he believes to be for the better- 
ment of those concerned. He believes strongly in the 



DR. EDWIN N. BROWN. 5 

cultivation of right habits of thought and conduct, and 
therefore emphasizes the discipHnary and character 
side of education. 

He was married in 1889 to Miss Lura Corbett, of 
Jonesville, Mich., who, during all his subsequent years 
of educational work, has been a worthy and efficient 
helpmeet. They have one daughter, Florence, born in 
1895. They are members of the Methodist Episcopal 
Church and have always been active in church and 
social work. They have been received in their present 
position in a very cordial manner, and are taking up 
the work in a way that betokens both a pleasant and 
promising future for the institution of which they 
have been placed in charge. 





Dr. Edwin N. Brown, 

Present Superintendent Ohio State Institution for 
the BHnd, 




Mrs. Edwin N. Bkown, 



PREFACE. 

It is not the design of the author in introducing 
this work to the pubHc to create or awaken a feeHng 
of pity in the minds of its readers in behalf of the 
Wind, but to remove, as far as possible, the prejudices 
that exist in the minds of those who can see, concern- 
ing the ability of those deprived of sight to do any- 
thing worthy of note. Were they left alone to the 
cold charities of an unfeeling world, without an edu- 
cation, destitute of any means of support, cheerless and 
sad indeed would be their condition, but praise be to 
Him who provideth for the wants and happiness of his 
creatures for the ways and means placed within their 
reach , enabling them to compete successfully with 
those who can see, in fighting the fierce battle of life. 
Kind, intelligent reader, as you peruse these pages, let 
a spirit of true admiration and genuine appreciation 
spring up within you for those blind men who are 
proudly and nobly taking their places side by side with 
those that can see. 

Permit me, before bringmg the preface to a close, 
to introduce to the reader Doctor Edwin N. Brown, 
the present Superintendent of the Ohio State School 
for the Blind, who is without doubt the right man in 
the right place, and also his wife and Mr. Austin V. 
King, the present financial ofificer, and his wife, whose 
photographs here appear. 

And we do most earnestly bespeak for them the 
hearty support of all who are interested in the educa- 

(7) 



8 PREFACE. 

tioii and welfare of the blind. If they receive the sup- 
port which their labors deserve, the school will soon 
rise far beyond what it has been for years and its 
interests will be promoted to the highest degree. 




Austin V. King, 

Present Financial Officer Ohio State School for the Blind, 
Successor to R. W. Bell. 



CHAPTER I. 

This world is one vast theater, and each inhabi- 
tant an actor upon its stage. In the great Drama of 
Life, some are tragedians and others comedians. The 
acts and scenes are as varied as the characters of the 
actors. The author's part in this play began about 
September lo, A. D. 1835. The first few years were 
uneventful. 

In early childhood I contracted a cold which 
settled in my eyes. At the age of 4 years I lost one 
eye. I retained the. sight of my right eye until about 
the age of 10, when other complications set in, caus- 
ing opacity of the cornea. I could see to discern colors 
until 13 years of age, then I had the measles, which 
almost entirely deprived me of sight. I entered the 
School for the Blind at Columbus, Ohio, October 6th, 
1846. Here my life began anew. Hope sprang up 
and the light of knowledge, with its genial rays, spread 
joy and happiness along my future pathway. My 
schooldays were spent very much in the same manner 
as most boys spend their schooldays, viz., in study and 
mischief. 

My studies were Reading, Writing, Arithmetic, 
Algebra, Geometry, Trigonometry, Natural and Men- 
tal Philosophy, Chemistry, Astronomy, Geography, 
physical and descriptive ; English Grammar, Physiol- 
ogy, Botany, and Latin Language. I also took a thor- 
ough course in music. I succeeded well in all my 
studies. 

Music was most difficult for me to conquer, but 
by everlasting perseverance and many a lick from my 

(9) 



10 THE ACHIEVEMENTS AND 

old preceptor (Mr. Machold) I finally mastered that 
branch. During my continuance in school we had 
three different Superintendents — Mr. A. W. Penni- 
man, who served from October, 1846, until May, 1848, 
then Mr. George McMillin, from May, 1848, until 
May, 1852, when Rufus E. Hart was appointed. He 
did not take charge of the school however, until Octo- 
ber of that year. The first two mentioned were excel- 
lent Superintendents, but Hart was a failure, both as 
a man and as a superintendent. He continued in office 
until 1856. It was during his first year that I gradu- 
ated, on June 9th, 1853. 

In the year 1850 (while at home) I gave two con- 
certs, the first one at the Clarkes Run schoolhouse, the 
other at the Yellow Springs. Aly receipts were five 
dollars and seventy-five cents the first night and six 
dollars the second night. 

We were taught trades in the work department at 
school, making brushes, baskets, and brooms. The 
girls were taught all kinds of needle and bead work. 
We were allowed to take manufactured articles 
home with us to sell during vacations. By this means 
I clothed myself from the time I was 15 years old. 
When I graduated, I prepared myself for business by 
purchasing a melodeon, a horse, and a buggy. 

Having an ambition to do for myself, I began life 
in earnest. I bought the melodeon of Mr. Penniman 
for sixty-five dollars, payable in 90 days. My horse 
cost $100, my buggy $75, payable in one year. I suc- 
ceeded in paying for the whole outfit ; this I did by 
giving concerts. The two concerts which I gave in 
1850 consisted of a few songs, accompanied by the 
violin and exhibiting the manner of reading, writing, 
and cvphering. T now added to my program a variety 



ABILITIES OF THE BLIND. II 

of songs, patriotic, amusing, and sentimental, also 
violin solos, still retaining the reading, writing, and 
cyphering. 

My entertainments pleased the people and that 
pleased me. 




CHAPTER II. 

In all ages of the world there has existed a 
class of people very smart in their own estimation, 
and they still live. While yet a boy I was as- 
sailed by one of this class at my second concert, which 
was given at the Yellow Springs. This egotis- 
tical, self-conceited specimen of learned humanity 
chanced to be the teacher of the Yellow Springs school 
at that time. While I was explaining the manner of 
cyphering, he gave me several examples which I 
answered readily ; then thinking to have some sport at 
my expense he propounded this question: If a duck 
costs a shilling, what will a hog weigh? I promptly 
replied : Sir, if you will walk with me over to the scales, 
I will tell you. He got very angry at my answer and 
threatened to lick me, but was told he had better let 
that alone. The audience cheering me and hissing at 
him, was more than he was able to stand, so he with- 
drew from the crowd, swearing vengeance on the blind 
boy. 

From the time I left school until April, 1854, I spent 
in giving concerts in Greene, Clinton, Clark, and 
Montgomery counties. On April 13th, 1854, I started 
on an extended trip through Indiana. Mr. Arthur 
Johnson of Greene County, Ohio, accompanied me. 
We gave entertainments until the last of June, at 
which time he returned home to help harvest and I 
spent the summer visiting friends and relatives in 
Montgomery County, Indiana. Our experience in 
traveling over Indiana roads was simply huge. One 
day we only struck two pole bridges, each one sixteen 

(12) 



AI5IL1TIES Ul'" TllK 1!L1ND. I3 

miles long". Wc broke down twice (1 mean the buggy, 
not the bridges). 

1 had a very pleasant time visiting that summer. I 
made my headquarters at my uncle Noble Welch's in 
L'arkersburg, Montgomery County, Indiana. While 
here I had my first experience in horse trading. The 
horse which I bought when I started out was a fine 
four-year-old bay. I traded him for a three-year-old 
and did well. Sometime after this, my cousin. Miss 
Amanda Welch, and I went on a visit to her sister, 
Mrs. Elizabeth Powell. While visiting there Mr. 
Powell bantered me for a horse trade. He had a 
three-year-old, a very nice colt, better calculated for 
the road than my colt. I asked him $10.00 to boot. 
He agreed to the proposition, so I gave him a whirl. 
I returned to my uncle's very proud of my trade. My 
uncle made fun of me ; he called my new horse a sheep, 
which made me sick of the trade. I said nothing, but 
determined to have my horse back again. So acting 
upon this determination, I asked cousin Amanda to go 
with me up to John Powell's. She consented, so we 
set out on horseback to ride a distance of 15 miles. I 
told her, in answer to her inquiry, that I had impor- 
tant business with Mr. Powell. We arrived safely 
and I proceeded to business. I told Mr. Powell I was 
afraid the horse which I got of him would not stand my 
work. I offered him his $10.00 and another $10.00 if 
he would trade back. He said he would, just so I was 
happy once more. But ah, how fleeting are boyhood's 
joys! When I returned my uncle laughed worse than 
before. He said to me : My dear boy, the horse which 
you took back is worth $25.00 more than this one. 
They all laughed at me and called me the baby horse 
trader. I became considerably worked up over this 



14 'J^'HE ACHIEVEMENTS AND 

trade and a little mad withal and resolved to be my 
own judge thereafter and take my chances. So from 
that time on I never rued bargains with any one, no 
matter who was beaten in the trade. 




CHAPTER III. 

Mr. Johnson returned to me in September and we 
again started on the road. We gave concerts through 
Tippecanoe, Carroll, Cass, and Miami counties. We 
were having good times and reasonable success, when 
a fatal shot struck Mr. Johnson. 

An arrow from Cupid's bow, steeped in the afifec- 
tions of a certain young lady, pierced his heart, and in 
November we dissolved partnership and he took 
another partner. Miss Belle Delzell. 

I was persuaded to organize singing classes and 
teach that winter. This I accordingly did, making my 
headquarters with Mr. and Mrs. Philip Leffel. I had 
three classes, with fifty scholars to the class. I also 
had a few melodeon scholars. This gave me employ- 
ment which I enjoyed. I took a week's vacation dur- 
ing the holidays and went home. On my way home I 
fell in company with a young lady on her way to 
Bellefonte, Pa., to attend school. We became acquainted 
and I proposed to her that we continue our acquaint- 
ance by corresponding with each other. To this she 
agreed. 

I returned to my teaching, my eldest brother 
accompanying me on a short visit. Everything went 
on nicely with me and my scholars, also between me 
and my lady friend. Letters came and letters went ; 
time sped on and winter drew to a close, still my busi- 
ness flourished. And so did my hopes in another 
direction. I asked permission to pav my lady friend 
a visit at the close of her school term. She granted 
my request, but particularly described the manner in 

(15) 



l6 THE ACHIEVEMENTS AND 

which she wanted me to dress. This dispelled all feel- 
ings of regard. My hopes were vanquished and I deter- 
mined to have revenge. I purchased a suit of clothes, 
such as she had described, and sent them to her, to- 
gether with a letter by express, telling her I was mis- 
taken, that it was not me whom she wished to see, 
but a suit of fine clothes, so I send them to you, hoping 
you may live to get a man whom they will fit. She 
returned the clothes with the most pitiful letter I ever 
heard. 

I continued teaching until April, 1855, when I took 
a short tour through the following counties : Miami, 
Wabash, Grant, Blackford, Delaware, Randolph, and 
Jay. I had a young man by the name of I. M. Huf- 
man with me on this trip. He was one of my scholars 
and lived near my boarding place, three miles north 
of Chili. He assisted me in singing, which added 
somewhat to the entertainment. We had a grand good 
time, lots of fun, and made some money also. We 
returned to Miami county in June. I rested then until 
in July, when I started on a tour westward through 
Cass, White, and Jasper counties. Then we struck 
Illinois. Momence, in Kankakee county, was our first 
concert in Illinois. (I had a man by the name of John 
Curtis from Jay county, Indiana, with me on this trip. 
He was a brother-in-law to Mr. Leffel, with whom I 
boarded in Indiana.) 

We traveled westward from Momence through 
Kankakee county, thence into Grundy county, as far 
as Morris, the county seat. At this point we were both 
seized with that bone-aching, tooth-shaking, head- 
splitting malady known in those days as ague. We 
were compelled by the force of this attack to lay ofi 
for three weeks. This was the hardest blow I had yet 



ABILITIES OF THE BLIND. I7 

received since I left school, far from home and friends, 
sick and partner sick also. At the end of three weeks 
we were able to start out. I asked Mr. Clark, the 
landlord, what his bill was. He replied : "You two 
men and two horses have been here twenty-two days ; 
your bill is $110.00." I paid it and told him the devil 
would never get him for not charging enough. This 
took all the money I had but fifteen cents. 



CHAPTER IV. 

We started for Joliet, Will county, a distance of 
sixteen miles. When within three miles of that town 
I began to shake with the ague. We arrived in Joliet 
about 9 o'clock A. M. I told Curtis to go at once and 
procure a hall for a concert that night. He said : "You 
cannot do anything to-night." I said: "You go ahead 
and do as I say and all will be well." 

There was a man and his wife at the hotel where 
we stopped, by the name of Holmes. Mrs. Holmes 
had a blind brother in New York. While Curtis was 
looking for a hall she came to me (I was shaking with 
all my might) and asked me if there was anything 
that she could do for me. She said she had a blind 
brother and she felt like helping the blind whenever 
she could I told her she could help fill out bills when 
my man came in. 

Curtis returned about lo o'clock and said he had 
procured the town hall. I told him to proceed at once 
to fill out and distribute bills for a concert that night. 

I continued shaking until noon, when the fever 
set in, which lasted until 4 o'clock P. M. I knew some- 
thing had to be done, for I had but fifteen cents, and 
Curtis had ten cents and the blues fit to kill. 

I never gave a concert before or since under just 
such circumstances. The hour arrived for the enter- 
tainment, and with it a large crowd. Our receipts 
that night were $67.75, which made us feel somewhat 
better. This was on Monday, September 15th, 1855. 
We remained and gave another concert the next night 
with good success, 

(18) 



ABILITIES OF THE BLIND. 1 9 

From here we went to Crete, a small town about 
twelve miles east of Joliet. We arrived at Crete about 
noon Wednesday. We found the people very kind 
and anxious for a concert, so we advertised that after- 
noon for Friday night. On Thursday morning I 
sent Curtis to advertise on ahead, through Lake and 
Porter counties, Indiana. I remained at Crete until 
the next Monday. I gave two concerts there on Fri- 
day and Saturday nights with good success. Mr. 
Curtis took no part whatever in the performance, so 
I did not miss him. I had two young ladies to assist 
me on Saturday night, which pleased me wonderfully 
as well as the audience. I was invited out to dinner 
on Sunday. The druggist of the place invited me to 
dine with himself and family (he was the father of 
the young ladies who assisted me), I accepted the 
invitation and we had a grand dinner and a jolly good 
time. We spent the afternoon in singing and playing 
the piano and violin. They (the old folks, I mean, 
not the girls) persuaded me to stay for supper. I 
stayed, and after supper we (one of the girls and I) 
took a walk. We spent the evening with some friends 
of hers, after which (with her consent) I returned 
home with her and spent some few hours. I received 
a letter from Curtis on Monday morning stating that 
he had billed me for Crown Point, Lake county, Indi- 
ana. This was about twenty miles distant from Crete. 
The appointment was for Tuesday evening, so I stayed 
in Crete until Tuesday morning. 

Curtis had borrowed a saddle from Mr. Wood, 
the landlord at Crete, and left one horse and buggy 
with me. On Tuesday morning I settled my bill with 
Mr. Wood (which was very light), and asked him to 
get me a man and horse to take me to Crown Point. 



20 THE ACHIEVEMENTS AND 

He sent Mr. Pulver (his hired man) with me. He 
also furnished a horse. He taxed me one dollar and 
fifty cents (which I thought was very reasonable). 
We arrived at Crown Point about noon, Mr. Pulver 
returning that afternoon to Crete. I gave a concert 
that night and the next day went to Valparaiso, Por- 
ter county. I performed there that night with moder- 
ate success. From thence we traveled in a south- 
easterly direction through the following counties : Por- 
ter, La Porte, Stark, Pulaski, and Cass, back to Miami, 
giving a few concerts and having the ague between 
times. 




CHAPTER V. 

When we returned to Miami county Curtis was 
tired of the business (having the ague every few days) 
so we dissolved partnership. He returned to his home 
in Jay county and I remained in Miami. 

It was now getting well along in October. Mrs. 
Leffel's health was poor, so I took up boarding with 
Mr. Thomas Smith, about one mile from Chili. Here 
I remained until January, 1856, giving concerts occa- 
sionally and having singing school once in a while. 
I passed the time very pleasantly, but not very profit- 
ably, financially speaking. On January 15th, 1856, I 
started for my home in Clarke county, Ohio, having 
sold horse, buggy, and melodeon. I arrived at home 
the next day. Home had always been dear to me, but 
never half so sweet as now. I had learned much about 
the world and the people in it. How I appreciated 
home and friends can only be realized by those who 
have passed through the same experience. I remained 
at home until March, when Mr. John Murphy pro- 
posed traveling with me. He was an old friend and 
neighbor of ours when we lived in Greene county. 
T purchased another melodeon ; he furnished horses 
and carriage. My father took me and my melodeon 
down to his house on March 12th. We gave a few 
concerts around at neighboring towns and school- 
houses with marked success. Then we devoted some 
time in preparing a brief history of my life, which I 
had published, intending to sell the pan;phlets at our 
concerts. We gave a few entertainments after we pre- 
pared the little book, then we concluded to travel by 

(21) 



22 THE ACHIEVEMENTS AND 

rail and steamboat. We had proceeded only as far 
as Cincinnati when I was again taken sick. This 
thwarted our plans. I returned home as soon as I was 
able. I did not do much of anything the remainder 
of that summer. 

After I recovered sufficiently to get around I 
went to visit some relatives living near New Jasper, 
Greene county, Ohio. Here I remained nearly all 
summer. I drilled the Jasper Sabbath-school in sing- 
ing for several Sabbath-school conventions and car- 
ried off the prize each time; also came very near fall- 
ing in love with a very pretty girl. 

I was invited to attend a wedding as best man 
and she as bridesmaid. The wedding took place on 
the seventh of August (on Thursday evening). The 
bridegroom (late from California) wanted the party 
to take a trip to Niagara Falls, but I told him that 
would be impossible for me at that time, so he con- 
cluded to take a trip to the Shaker villages and Leb- 
anon. Arrangements were made and we started on 
our journey (three couples of us) on Friday morning 
in buggies. We stopped at Spring Valley for dinner. 

The party had been very solemn all forenoon. I 
managed to stir up a little mirth at the dinner table. 
The landlord asked me which was the married couple. 
I told him it was we three boys, which set all at the 
table to laughing. After dinner we set out on our 
journey, solemn as a funeral procession, the bridal 
pair in the front buggy, my girl and I in the second, 
and the other couple in the third. We had gone about 
three miles when I heard a wagon coming. Meeting 
us, I asked my girl if that was not a threshing 
machine. She replied that it was. I told her I wished 
to speak to the man on the wagon, so when we were 



ABILITIES OF THE BLIND. 23 

even with him I stopped my horse and said, "How 
do you do?" He said, "How are you?" I replied, "I 
am well; how is your father?" He said his father 
had been very sick, but was better. I told him I was 
glad to hear that. Then he said, 'T believe you are 
ahead of me." I replied, "Don't you know me?" He 
answered, "I believe not." I said, "Neither do I know 
you." The other two couples had also stopped to hear 
the conversation ; they all laughed heartily. From that 
time on I kept them constantly laughing. 

We visited the Shaker villages, then we went on 
to Lebanon to stay all night. When we arrived at 
Lebanon it was about 9 o'clock at night. We drove up 
to the best hotel in the town and called for supper for 
six. The landlord said he and his wife would do the 
very best for us that they could under the circum- 
stances, their help having all gone to a ball. I told 
him we did not wish to put them to any extra trouble ; 
we would be satisfied with ham and eggs, biscuit and 
a cup of coffee. They got us a good supper and we 
sat down and ate heartily. One of the young men and 
1 tried to see who could drink the most coffee. After 
drinking three or four cups apiece, calling for more, 
the landlady said the coffee was out as she thought 
we only wanted a cupful apiece. I told her that was 
true and we intended to have it if we had to drink a 
gallon of water to get it (this was said in fun and it 
caused quite a laugh). When supper was over I asked 
the landlord if he had any musical instrument in the 
house. He said he had a new piano upstairs in the 
parlor. I asked if there would be any objection to us 
using it for a short time. He said, certainly not. He 
showed us to the room where there was a good piano. 
We locked the door, then I sat down to the instru- 



24 THE ACHIEVEMENTS AND 

ment. The three ladies and two of us gentlemen were 
good singers, and having sung one or two songs some 
one knocked at the door. I arose and opened it and 
found the landlord was there. He said there were 
some friends who would like to come in and listen to 
our music. I told him to wait till we sang one more 
song. He said all right. We sang another song, then 
opened the door and invited them in. When they were 
seated each fellow took his girl and we marched out 
and took a promenade over town, returning in about 
two hours to find the guests all gone. 

The next morning we had an excellent breakfast. 
(On starting out on this trip the groom had given 
me the purse and told me he would depend on me to 
settle all bills.) After breakfast we called for our 
rigs. I asked the landlord our bill. He said, "As you 
are clever chaps, I will only charge you $14.00." I 
paid it and told him we expected to pay first-class fare, 
but if he was satisfied we were. We drove back to 
Xenia for dinner that day, having considerable fun 
on the way. After dinner we had our pictures taken, 
then returned to the bride's home. There were a large 
number of friends waiting to greet us. We had a 
pleasant time — one long to be remembered by all 
present. 



CHAPTER VI. 

1 returned to my home in September, after having 
a very pleasant visit. 1 concluded to teach that fall 
and winter, so accordingly I organized three sing- 
ing classes, one at Tremont, one at Terre Haute, and 
one at Westville. I also got about twenty instrumental 
scholars. 

I boarded that fall and winter with Squire Barton 
in Enon, Clark county. My success was remarkably 
good that season. I studied law with the Squire at 
my leisure time, which proved very profitable to me in 
after years. 

In April, 1857, I started a broomshop in Enon. I 
worked at broommaking until October, 1857, having 
also a few scholars. On the twenty-fourth of Octo- 
ber I closed up my business in Enon and made prepa- 
ration to start on a tour of concerting. Having formed 
the acquaintance of a certain handsome young widow, 
I determined to try my hand in more than concerting. 
I started out, therefore, with two objects in view, in 
both of which I was successful, for on December 13th, 
1857, I was united in matrim.ony to Mrs. Lucinda C. 
Reed. I had made the most valuable acquisition of 
my life. She was not only handsome and loving but 
also a grand singer (the best I ever heard). I dis- 
missed my hired hand, as I now had a partner, and 
needed no one else. We were married at Lumberton, 
Clinton county, Ohio, on Sunday evening. On Mon- 
day morning I left her with her cousin (where we 
were married) and went to fill three appointments 
which I had out, one of which had been recalled before 

(25) 



26 THE ACHIEVEMENTS AND 

I got there, on account of a death in the vicinity, so 
I returned to Lumberton on Wednesday. 

I spent Thanksgiving at home. When I started 
out on my trip mother asked me when I would be at 
home again. I rephed as soon as I got married. We 
(that is my wife and I) started on Thursday morn- 
ing for my father's house, a distance of thirty-five 
miles. We stopped at Dr. Folck's for dinner (he and 
his wife were old friends of mine). Here we had a 
good time and arranged to meet at my sister's (about 
three miles from there) on the next Tuesday evening. 
We started about three o'clock from the doctor's for 
home and we arrived at father's at 8 o'clock at night. 
The night was very dark and there was a very narrow 
place where we had to turn off of the main road to 
go in to father's barnyard. There was a very narrow 
place for about four or five rods, then a square 
turn to the left into the creek, then up the 
channel about five rods, then turning to the right 
into the lane, at the end of which there Avas a gate 
opening into the barnyard. I had described this 
to my wife before we reached there. It was so dark 
and foggy that she could not see the horse. I told 
her not to fear for I knew I could make it all right. 
When I had gotten about to the turn I stopped and 
called for someone to come with a light. I thought no 
one heard, so I said, "Hold your breath, here goes." 
I started the horse and we had gone but a few steps 
when I said, "We are all right." I pulled the left 
line, made the turn, then turned up the creek and into 
the lane. When we got to the gate, my sister was com- 
ing with a light. I waited till she got to the gate. 
She asked if it was Will. ' I answered, "Yes." She 
opened the gate and as I was driving through she 



ABILITIES OF THE BLIND. 27 

said, "Who is with you?" I replied, "My wife." She 
said, "Don't tell me a lie." I drove up to the house 
and mother came out. I got out of the buggy, mother 
shook hands with me and said, "Who's with you?" 
I said, "My wife." This was a great surprise to her 
as well as to my sister who had met us at the gate. 
Father was at prayer-meeting and my younger brother 
at writing-school. When they came home we had a 
warm time for a while. Mother got supper and we 
all ate heartily, then followed explanations and jokes 
until midnight, when we retired. The next morning 
the news spread far and wide and many friends came 
in to congratulate us. 



CHAPTER VII. 

We spent the time from Friday until next Tues- 
day at home and visiting friends in the neighborhood, 
when, according to previous arrangements, we started 
for my sister's, near the Yellow Springs, Greene 
county. My sister was the wife of Samuel J. Flatter. 
We arrived in good time and found a jolly good crowd 
awaiting us. We had a grand supper and a sound 
serenading, which all enjoyed. After spending a 
pleasant night and forenoon of Wednesday, we started 
for Burlington, a distance of eighteen miles, where 
we were to give a concert that night. We had a very 
large audience — upwards of 300. 

When I intoduced my wife as one of the per- 
formers it took the audience by surprise and they 
cheered for about ten minutes before I could get atten- 
tion. When the house came to order we opened with 
a solo by Mrs. Welch. When she had finished the 
audience gave an overwhelming applause. Before 
leaving the next morning we sold 100 of the pamphlets 
of which I spoke in a previous chapter. This was our 
last concert for a while. We returned home on the 
following Saturday, after visiting some friends in 
Lumberton and Xenia. We remained at home until 
the holidays ; then we went on a visit to Darke county, 
where my elder brother lived (he had married and 
moved out there in March, 1857). We spent some 
time in looking around. My father and younger 
brother had rented a farm out there the fall before 
and the family wanted us to settle near them. Father 
and family moved out in March, 1858. We made our 

(28) 



ABILITIES OF THE BLIND. 29 

home with them until April 15th, 1858, when we went 
to housekeeping for ourselves. (I omitted to state 
that my wife had a daughter by her first husband, who 
was four years old in July before we were married.) 
Our family consisted of three: My wife, Lizzie (the 
little girl), and myself. We began Hfe now in good 
earnest, determined to prove to everybody that we 
could make a living for ourselves and family in spite 
of all opposition that might present itself along our 
pathway, which we also did, as the sequel will prove. 

Our married life began happy, loving, and joyous, 
and so it continued. I organized three singing classes 
that spring, one at Palestine, one at Mt. Zion Church, 
and one at Nyswander's schoolhouse. This gave me 
profitable employment during the spring and summer. 
We also raised a good garden, which added to our com- 
fort and labor. I spent my idle time in training Lizzie 
in singing. She was a natural singer and had sung 
for Sabbath-schools when but three years old. She 
was an apt scholar and attracted much public attention. 
Her voice was sweet and her winning ways made her 
a general favorite. 

Time rolled on and we kept pace with it. That fall 
I concluded to try a project, namely, attending county 
fairs with a canvas, giving musical entertainments. 
I attended two fairs, one at Greenville and one at 
Jamestown, Greene county. My success was much 
better than I had anticipated. My younger brother 
and I took a short tour that fall, giving concerts, after 
which I took charge of a select school in Westville, 
Preble county. My wife assisted me. We boarded 
with Dr. Weist and continued in this business until 
the next March. 



CHAPTER VIII. 

We had purchased forty acres of land five miles 
west of Greenville in June, 1858. We took possession 
in March, 1859, and went to work now in good earnest. 
We bought a cow, raised chickens, planted corn, sowed 
oats, and planted potatoes. I had taken a boy to raise, 
who was 14 years old. He was quite a help to me in 
doing my work. We rolled and burned the logs and 
brush off of five acres of ground that spring. We had 
a hard frost that year, on the night of the 4th of June, 
which damaged the oats and nipped the corn slightly. 
We had a reasonable good crop, however, and every- 
thing went on nicely. 

That fall I attended four fairs, namely, Wilming- 
ton, CHnton county; Greenfield, Highland county; 
Troy, Miami county, and Greenville, Darke county, 
with good success. We sold our farm in October of 
that year, but remained on it till the middle of Decem- 
ber. We had an addition to our family, in the person 
of a little daughter, born November 4, 1859. Now we 
felt new obligations resting on us and new inspirations 
awakened in our hearts. Life seemed brighter and 
more joyous than before. About the 15th of Decem- 
ber we moved on Jacob Miller's place, three miles west 
of HoUandsburg, Darke county. We remained there 
until March 13th, i860; then we moved on a farm 
four miles southwest of Greenville, with my father and 
younger brother. Here we planted and raised six 
acres of corn, one of potatoes, and one-fourth of an 
acre of sweet potatoes. We now had two horses, four 
hogs and a cow. We sold our hogs, crop of corn, 
potatoes, and sweet potatoes that fall, and moved to 

(30) 



ABILITIES OF THE BLIND. 3I 

Highland county (persuaded by some of my wife's rela- 
tives to do so, but it was against her will that I con- 
sented to go, and it proved to be the worst move we 
ever made). We rented a farm five miles south of 
Hillsborough for cash rent, and I hired a hand at eigh- 
teen dollars per month, for nine months. 

We now had three good horses. I sold one to my 
wife's cousin for $300.00, which we never got, and his 
son (my hired hand) killed one worth $150.00. My 
corn crop was very poor, my oats crop was good for 
those parts (about fifteen bushels per acre), and a half- 
crop of Hungarian grass. One year was enough for 
me, so we concluded to buy ten acres from her brother. 
This we did, and built a house. We lived on it till 
(the ten acres I mean) April ist. 1862, when we lost 
the whole business in consequence of her brother los- 
ing his whole farm by the foreclosure of a mortgage. 
We had ours all paid for and got nothing. We then 
rented a house of Isaac Standforth, three miles west of 
where we were living (this was the second year of the 
Civil war). I engaged the district school and taught 
that spring and the next fall and winter, and the next 
spring until May 21st, 1863, when we were called to 
Darke county on account of my father's death (we had 
lost our dear little daughter on January 20th, 1862). 

We had planted four acres of corn that spring, 
which had the third ploughing when we were called 
away. We arrived at Greenville May 23d, in the 
evening, father having been buried that afternoon. 
As mother and the family wanted us to move back to 
Darke county, we concluded to do so. Accordingly 
my wife went back to Highland, settled up our affairs 
and returned to Darke County after shipping our 
goods. 



CHAPTER IX. 

Family History and Miscellaneous Matters. 

A short sketch of family genealogy may not be 
out of place. My grandfather, Henry Welch, was 
born in the state of Delaware, 1768. He lived there 
until he was married, which was about 1792, when he 
removed to Kentucky, where his wife died about ten 
years later, leaving eight children. In 1803 "he was 
married" to Miss Sarah Moffett. To this union were 
born three children, Elisabeth, James and Susan, 
James (my father) was born April i8th, 1805. Grand- 
father moved to Clinton county, Ohio, in 1809, where 
he entered eighty acres of land, near what is now the 
village of Lumberton. The following year my grand- 
mother died. He then rented his farm and went to 
Xenia, Greene county, Ohio. Here he engaged in the 
tailoring business, as a partner with a Mr. Hutchison. 
This was the first tailor-shop in Xenia. In 1812 "he 
was married" to Jemima Correll. To this union were 
born seven children. He then moved back on his 
farm, where, in December, 1827, he died. 

On the 23rd of March, 1828, my father was mar- 
ried to Miss Agnes Clemmons. She was the daughter 
of Christopher and Polly Clemmons, and was born in 
Washington county, Virginia, January 9th, 1813. She, 
with her parents, emigrated to Greene county, Ohio, in 
1818. Here, in 1825, her parents both died, leaving 
four children, two boys and two girls, of which my 
mother was the youngest. To this union were born 
eleven children, eight girls and three boys, two of the 
girls dying in early childhood. The names of the 

(32) 



ABILITIES OF THE BLIND. 3'3 

children are: Mary, born January ist, 1829; Susan, 
born June 24th, 1830; Sarah Ann, born February 9th, 
1832; Gasper Leroy, born July 21st, 1833; James 
William, born September loth, 1835; Okey Clawson, 
born August i8th, 1837; Martha Agnes, born Novem- 
ber 16, 1839; Hannah Elisabeth, born October 29th, 
1842; Amanda, born May 22nd, 1848; Emily, born 
April 29th, 1 85 1, and Barbery Alice, born May 9th, 
1854. I was therefore the second boy. I have already 
given a sketch of my life. The two oldest girls died 
in childhood. Sarah A. was married to Samuel Flat-, 
ter, March 6th, 1851 ; Gasper L. was married to Miss 
Barbara Flatter, March 5th, 1857; O- C. was married 
to Miss Mary M. Wagner, December 25th, 1862; 
Amanda to J. E. Hawse, February 15th, 1871, and 
Emily was married to Alfred Humphries, 1878. Mar- 
tha died, April loth, 1875, and Alice has been cottage 
matron in the Soldiers' and Sailors' Orphans' Home 
since 1876. 

While I was quite young my father took great 
pains in reading to me out of the Bible, and having me 
memorize chapter after chapter. I would go to Sun- 
day-school and repeat as many as 400 verses, without 
having to be prompted. This was thought to be won- 
derful, and the little blind boy was looked upon as a 
great monstrosity. This mental training continued on 
until I started to school, in 1846, and to that I owe 
much of my mental power and development. Mathe- 
matics was my favorite study, and in this I excelled. I 
have been called the lightning calculator. 

In traveling, I am often asked to solve some intri- 
cate problems, and I have never yet failed, and some- 
times some smart "book-worm" will give me a prob- 
lem or question as a gag, thinking to get the laugh on 



34 THE ACHIEVEMENTS AND 

me. I have given an example in the second chapter 
of this work. Another was given to me in Momence, 
111. During the entertainment I was explaining the 
manner of cyphering as practiced by the blind ; a law- 
yer who thought himself very shrewd, after asking a 
number of questions, propounded the following: "If 
beef costs ten cents per pound, and pudding five cents 
per yard, how many potato skins will it take to shingle 
a meeting-house?" I told him I did not think I had 
type enough for the solution. He replied, "You are 
a smart lad; can you not give me the rule by which 
the solution may be obtained?" I said, "Certainly I 
can. By simple proportion having three terms, given 
to find the fourth. Multiply the pudding by the meet- 
ing-house and divide by the beef, and you will have the 
answer in potato skins." Over which the audience 
had a hearty laugh at his expense. Many other ques- 
tions of a similar nature have often been propounded, 
for each of which I have had a prompt answer, which 
invariably produced laughter at the expense of him 
who propounded the question. 

I made up my mind when I started out in the 
world to treat everybody with respect, but not to let 
anybody get ahead of me and stay ahead. I have 
adhered strictly to this determination so far through 
life. I have always been fond of innocent sport, espe- 
cially where others were partakers of the mirth with 
me. I have often had persons hold a light while I 
would read or fix a violin string or clean an organ reed. 
On one occasion I had the landlord in Martinsville, 
Clinton county, Ohio, hold a light for me while I cur-* 
ried my horse. On another occasion I had a minister 
hold a light while I fixed an organ reed at a concert 
g-iven at Middlepoint, Van Wert county, Ohio. There 



ABILITIES OF THE BLIND. 35 

were about 300 people present, and when I had fixed 
the reed he asked if that was all. I said, "No," and 
taking hold of his arm turned his face towards the 
audience, and said, "You can tell this audience that you 
have had the exquisite pleasure of holding a light for 
a blind man to fix an organ," which caused a great 
laugh. After the concert he came to me, and said, 
"Professor, I never saw a blind person in my life but 
what I pitied, but I don't pity you a bit ; you seem to 
enjoy life as well as anybody I ever knew." 



i 



CHAPTER X. 

Miscellaneous Remarks. 

I have achieved quite a reputation in different lines 
of business. It has been my aim to do something out- 
side the regular routine of business followed by the 
blind. I have taught school, pleaded law, bought and 
sold horses, and also traded horses quite a number of 
times, always using my own judgment in regard to 
horses, with the exception of color. Here let me -cor- 
rect a mistaken idea which is prevalent in the minds of 
many who can see concerning the ability of the blind 
to tell- colors. This is a great mistake, for no one can 
tell color by feeling. Color is a certain reflection of 
light, and light is perceptible alone through the optic 
nerve. It is just as impossible to tell color by feeling 
as it would be to tell sounds by sight or the taste of 
food by hearing. But the seeing public are nol wholly 
responsible for this false idea. I (as well as others) 
have given grounds for this belief. There are many 
ways in which this has been and can be done. For 
instance, I was in the Cincinnati horse market in the 
year 1869. I had four head for sale, among which 
was a span of match bay mares. I was stopping with 
Fox and Wakeman, and had the match team standing 
in a double stall, next to the office door. A man called 
at the stable for the purpose of buying a span of driv- 
ing horses ; he caught sight of my match team (I was 
sitting in the office, with the door ajar), so he said to 
Mr. Fox, "There is a team that will suit me, if they are 
all right; to whom do they belong?" Fox replied, 
"They belong to a blind man from Clinton county." 

(36) 



ABILITIES OF THE BLIND. 37 

He said, ''What is a blind man doing here with horses? 
He can't tell anything about a horse." Fox replied, 
"He can tell as much about a horse as you or I." The 
man said, "I will bet you $10.00 that he can't tell the 
color of a horse." Fox replied, "I will take that bet; 
come into the office and I will introduce you to him." 
I heard the conversation, and thought if there was 
$10.00 in it I might as well have it as anybody. They 
came in, I was introduced to the man, and Mr. Fox 
told me about the bet and wanted me to go through the 
stable and tell the color of different horses. I replied, 
"I am in somewhat of a hurry just now; I must go 
over on Third street on business, but I will tell you, 
gentlemen, what I will do : I will be back within an 
hour, then I will tell the color of every horse in the 
stable for $10.00; if I fail, he can have the $10.00." 
They accepted my proposition. All the business I had 
on Third street was to drill the young man whom I 
had with me. I told him they would expect him to 
lead me to each horse, and I wished to drill him a little 
bit. I said to him, "When we come to a gray horse 
you give a light pinch on my arm ; if a dark gray, a 
hard pinch ; if a dapple gray, a light and a hard pinch, 
and so on with all the variety of colors the correspond- 
ing kind and number of pinches. We practiced about 
an hour and then returned to the stable, where I told 
the color of eighty-seven horses, and got $10.00. This 
was a contract, yet it was a deception and misled them 
to believe that I did it by feeling. 

I could relate numerous other instances where 
other blind persons have practiced like deceptions, 
which have misled people to think that we could tell 
colors by feeling. On the other hand, any one who 
would stop and think for one moment would know that, 



3^ THE ACHIEVEMENTS AND 

color being only a reflection of light, could only be 
seen and not felt. This goes to prove, however, that 
people are willing to believe that we blind can do 
impossible things, and are slow to give us credit for 
what we can do. (I meant to say other blind persons, 
as well as myself.) 

One of the chief aims of this work is to remove, as 
far as possible, all prejudices and mistaken ideas from 
the minds of the seeing, and inspire the bHnd to act 
upon the highest and most noble principles of man 
and womanhood, thereby bringing them in closer touch 
with each other. This, if accomplished, will give 
mutual confidence and thereby remove the disadvan- 
tages under which the blind have heretofore labored, 
and the many obstacles with which they have had to 
contend will thereby be removed. There are many 
occupations in which the blind may engage with equal 
success with seeing people. They can become success- 
ful lawyers, traveling salesmen, insurance agents, mer- 
chants, editors, authors, music teachers, piano tuners, 
members of boards of education, and fill public offices. 
I do not wish to be understood to say that all blind 
persons are capable of filling these positions, neither 
are all of the seeing. I freely admit that it often 
requires a greater amount of energy on the part of the 
blind to achieve success in some of the avocations men- 
tioned than it does for those who can see. The educa- 
tion of the blind should therefore be conducted with 
the greatest care, as well as the greatest degree of pro- 
ficiency, so as to enable them to fight successfully the 
great battle of life, remembering that it is not always 
the amount of money gained that measures the degree 
of success, but the amount of good accomplished and 
the degree of eminence attained. Therefore, every 



ABILITIES OF THE BLIND. 39 

blind person starting out in life should equip him or 
herself with the necessary qualifications requisite for 
the vocation in which they expect to engage, thereby 
insuring their success. 

It is the opinion of the author that if the foregoing 
suggestions were strictly followed, the success of the 
blind would be more marked and their appreciation by 
the public greatly increased. Many blind persons have 
achieved great distinction in different avocations, so 
may others do the same by everlasting perseverance 
and a firm determination to accomplish whatsoever 
they undertake. 




CHAPTER XI. 

We now return to where we left off in Chapter 
VIII. I omitted in Chapter VIII. to state that we 
had a son born to us on July 31st, 1861. We remained 
in Darke county until March, 1864, during which time 
we had considerable sickness, my wife having an attack 
of lung fever and I and the children the ague for a 
change. We gave quite a number of concerts, how- 
ever, the next winter, with good success. We moved 
to Greene county in March, 1864, bought a house and 
one acre of ground northwest of the Yellow Springs, 
and lived here until October, 1866. On this place, 
having added to it three more acres of ground in the 
fall of 1864, we did some farming outside of our own 
ground. I rented four acres of a neighbor, and raised 
our own corn and potatoes, fattened our own hogs, and 
I also, while here, engaged in selling musical instru- 
ments for Mr. D. P. Otis, of Springfield, Ohio, of 
which I made a success. I also attended a few fairs in 
the falls of 1864 and 1865, with good success. 

Our third child was born on October 13th, 1865. 

I engaged that fall to travel for Taylor & Angel, 
of Michigan, to furnish music for an exhibition of the 
scene of the assassination of President Lincoln, con- 
sisting of life-sized wax figures of all the characters 
con'cerned. I was to receive $100.00 per month for 
my services, payable every Saturday ($25.00). I was 
to furnish my own organ and violin, they to pay all 
expenses, including my fare and transportation of 
organ from my home to Mt. Clemens, Mich., which 
amounted to $17.00. I received in all from them 

(40) 



ABILITIES OF THE BLIND, 4I 



$42.00. I stayed with them until January 21st, i{ 
We had exhibited at Bay City on Saturday night, Janu- 
ary 20th. I asked Mr. Taylor for my pay up to that 
time. He gave me $30.00 and said he wanted me to 
attend to my business and he would attend to his. I told 
him I would take his advice, and said to him, "Here is 
where I quit." He said, "No, you can not quit, for 
we are billed for ten nights ahead." I said, "Sir, I 
will not strike another note for you." A. J. Dewitt 
(one of the performers who had not received his pay) 
and I entered into a partnership, leaving the wax fig- 
ures standing in the hall where we had exhibited last. 
We went to work in earnest, taking with us their 
advertiser, Dewitt furnishing the team and wagon and 
I the organ and violin. We met with good success, 
and continued in the business until about March 
20th, 1866. 

After having not only a profitable but also a very 
pleasant time, we dissolved partnership and I returned 
once more to home, family and friends, again to engage 
in selling instruments and farm work. I continued at 
this until October of that year, when we rented our 
little place out and moved tO' Xenia, where we engaged 
in selling sewing machines. We did very well for 
about two months, when I was taken sick, on account 
of which we were obliged to close up' business. It was 
in January, 1867, before I was able to do anything. I 
then took a short trip, giving concerts, my younger 
brother accompanying me. We traveled through 
Darke county, Ohio, and Randolph and Jay counties, 
Indiana, returning home in March, 1867. We then 
rented a house and lot four miles from Dayton, near 
Bevertown, until October of that year, our place being 
rented until that time. I now tried something new to 



4;^ THE ACHIEVEMENTS ANt) 

me : I bought the right for six counties on a patent 
cutting-box, for which I paid $300.00, and made noth- 
ing out of it. This satisfied me on this score. 




CHAPTER XII. 

We moved back to our little home in October, 
1867; I then procured the assistance of Charles E. 
Hoover, a blind gentleman of rare musical skill, to 
travel with me, as I had concluded to give concerts 
that fall and winter. We began in October of that 
fall and continued till the next spring, when I again 
went to teaching music. We traveled through Clarke, 
Champaign, Logan and Shelby counties. While we 
were at Degraff the citizens requested me to come and 
teach music there and in that vicinity the next spring, 
so accordingly we rented our place until the next Feb- 
ruary and moved to Degraff, where I began teaching 
in May, having traveled up to that time. I continued 
teaching until September of that year, when, with my 
wif€ and Mr. Hoover, I again went to attending fairs. 
We attended four fairs, Jamestown, Wilmington, 
Blanchester, and Bantom, and had reasonable success. 
We bought a house and lot in Westboro, Clinton 
county, to which we moved that fall. Mr. Hoover 
remained with us until the next spring. We gave quite 
a number of concerts that fall and winter, meeting 
with good success. 

In the spring of 1869 I began selling music and 
musical instruments for John Church & Co., Cincin- 
nati, Ohio. I continued in this work until fall, when 
my wife and I again went to giving concerts. We trav- 
eled through Clinton, Green, Clarke, Madison, Fay- 
ette, and Pickaway counties, having an exceedingly 
pleasant as well as a profitable time, returning home 
in. March, 1870. I again resumed teaching music. I 

(43) 



44 THE ACHIEVEMENTS AND 

now received as many scholars as I could attend to. 
We were happy, prosperous, and contented with our- 
selves and those around us. Our fourth child, a 
daughter, was born July 21st, 1870, thus increasing our 
responsibilities with our happiness. I continued teach- 
ing and selling instruments until September, 1872. We 
sold our property in Greene county in the fall of 1870, 
when we sold out in Westboro and moved to Martins- 
ville, Clinton county. Here we lived until March, 
1873, when we bought in New Vienna, Clinton county. 
I still followed teaching music until August, 1874. 
On August 14th, 1873, we had a son born to us, 
our fifth child. (I omitted to state that on March 
15th, 1 87 1, Lizzie, my wife's daughter by her first 
husband, was married to W. R. Hammer.) In the 
spring of 1874 I was called to Greenville, Darke 
county, Ohio, to teach Normal Music School. I 
taught there till the last of July, then went in partner- 
ship with my younger brother and S. L. Downey in a 
drug store for manufacturing and selling medicines. 
We moved to Greenville in August of that year. 
Downey and I went on the road with the medicine 
wagon and my brother and Downey's son attended to 
the store. We had a large platform spring wagon, 
with an organ in it. W^e would play and sing and then 
scatter our bills and sell from the wagon. We attended 
several fairs that fall and summer, selling in this way. 
Our success was good after fair time and we went 
from town to town selling in the same manner. I was 
called home in November, on account of the illness of 
our eldest son, who died November 15th, 1874. This 
was a heavy stroke and it made some changes neces- 
sary. I went back to Marion, Ind., where I had left 



ABILITIES OF THE BLIND. 45 

our team and wagon. We continued to sell in towns 
on our way home, arriving there about December ist, 
1874. 






-*^>-. 




sv 



CHAPTER XIII. 

I now determined to dissolve my partnership with 
Downey, he having purchased my brother's interest, 
so accordingly I told him of my intention after learn- 
ing that he had already beaten me out of about $200. 
He did not want to dissolve, saying that he could not 
run the business alone. I told him that I thought I 
had suffered enough loss already, without running my 
chances of losing any more by continuing with him 
longer. He and hi? son had contracted debts contrary 
to the terms of the partnership. I did not know this 
until we arrived at home in December. I had sent 
money to my wife by him, in October, which he failed 
to deliver ; this I also learned, and told him of it. He 
said he intended to make that all right. I said, "Yes, 
I think you will." We accordingly invoiced. When 
I found out what rascality he had practiced on me I 
was surprised at his wanting to continue with me after 
my knowledge of his dishonesty, so I said to him, 
"You have received about $300.00 more than your 
share; what do you propose to do about that?" He 
said if I would continue with him he would pay it all 
back. I replied, "No, sir; I will not." I lost as a 
partner over $200.00, besides what money I had sent 
home by him. 

The death of our boy was the greatest shock we 
had ever received, as he was a great help to me in 
many ways. From the time he was six years old I 
could depend on him to watch the road for me to drive. 
When he was only nine vears n^ -jge I took him and 
drove from our home in Westboro to Columbus, a dis- 

(46) 



ABILITIES OF THE BLIND. 47 

tance of ninety-five miles. He was always watchful, 
as well as careful, and I was never afraid to depend 
on him. 

I closed up business with Downey and in Janu- 
ary, 1875, went on a trip through Indiana, giving con- 
certs and selling medicine, meeting with good success. 
I continued at this until April, 1875, when I again went 
to teaching music. This occupation I followed till Octo- 
ber, 1876. During this time I had as many scholars 
as I could attend to and as interesting scholars as I 
ever taught. I took a short vacation in February and 
March of 1876, and went to Iowa on business, taking 
our little daughter Viola (who was in her eleventh 
year) with me. While out there we gave several con- 
certs with excellent success. I bought three horses 
while I was in Iowa and shipped them home. I also 
made some money in this transaction. 

While at the stockyards in Chicago, in company 
with Mr. Allen, president of the C. B. & Q. R. R., 
there was some curiosity manifest concerning my 
handling horses and my ability to judge of the quali- 
ties of a horse. When I told them I was willing to 
risk my own judgment, they asked if I could tell the 
color of horses. I frankly told them no, but that I 
could tell everything else about a horse. When the 
chief of the fire department asked me if I would 
go with him to the department barn, I told him I 
would. We went, Mr. Allen going with us. When we 
went into the barn, the chief said he wished to show 
me some fine horses as I had shown him my fine stock. 
He showed me three or four very fine head, when he 
led me into the stall and said. "Here is the finest one 
I have shown you." I examined the horse very 
minutely, then said, "Yes, sir, this is a fine horse; 



48 THE ACHIEVEMENTS AND 

what a pity it is that he is blind." He said, "How can 
you tell?" I answered, "His eyes may look natural, 
but they do not feel that way." He said the horse 
had been blind for two years, and I was the second 
man that had been able to tell it. I have had several 
tests on that score. It is only when the optic nerve is 
dead that the eye remains full, but there is an unnat- 
ural coolness in the eyelid and also in the hollow imme-. 
diately above the eye, which is perceptible to a very 
sensitive touch, and it is sometimes hard for one that 
can see to tell that a horse is blind in a case of this 
kind. 

I have by my experience and practice achieved 
great notoriety as a judge of horses, as well as in 
handling them successfully. I have never found a 
horse so wild and vicious but that I could handle him 
with ease, and work him any place. I have worked 
the worst of kickers, without any trouble and I can 
train a horse to do almost anything I wish him to do. 
These statements may seem doubtful to some skeptical- 
minded people, but they are true notwithstanding, as 
many living witnesses will testify. 




Hon. Walter L. Campbell, 
Late of Washington, D. C. 



CHAPTER XIV. 

A Sketch of the Life of Walter L. Campbell by a 
Friend of His. 

We will now let the reader have a change of 
subjects for a short time. 

Hon. Walter L, Campbell Has Passed From Life. 

Was One of the Most Remarkable Men of the Age. 

Honored By All. 

In Apparent Good Health When He Retired Tues- 
day Night. 

Attacked by Apoplexy. 

He Sank Rapidly and Died Within an Hour — Was 
Formerly Mayor of the City. 

Hon. Walter L. Campbell is dead. The rapid cir- 
culation this morning of the report of his sudden 
demise conveyed to the majority of the citizens of 
Youngstown, and especially the older ones, a feeling 
of personal loss. The announcement was a decided 
shock. Mr. Campbell had been at the home of his 
sister, Mrs. Reuben McMillin, 218 Spring street, for 
ten days or two weeks. To those of his friends whom 
he had seen he had expressed gratification at his 
rapid recovery from several strokes of apoplexy suf- 
fered last fall and summer while he was in New York 
and Washington. Having 

4 (49) 



50 THE ACHIEVEMENTS AND 



ALMOST COMPLETELY RECOVERED 

from the effects of that illness, Mr. Campbell had 
expressed himself of the belief that his trouble had 
been something other than apoplexy. 

On Monday afternoon he was down town and 
had called on and shaken hands with scores of 
people. Yesterday he was not down town, but not 
because of any indisposition. He took dinner with 
Mrs. Robert McCurdy and spent the afternoon there. 
Yesterday evening he retired at the usual time and 
apparently in his usual health. About i o'clock this 
morning Mr. Campbell was seized with a 

SEVERE ATTACK OF COUGHING. 

With it came the fourth and last stroke of apoplexy. 
He was at that time alone with his sister, Mrs. McMil- 
lin, and her help. Drs. C. R. Clark and H. E. Welch 
were called. Mr. Campbell's condition became rap- 
idly worse. He lost the use of his arms and then the 
greater portion of his body. Within an hour and a 
half after the arrival of the physician he had lapsed 
into unconsciousness. J. Harris McEwen, who had* 
always been a warm personal friend, was called, arriv- 
ing at the bedside about 4 o'clock. At that time the 
sufferer was unconscious. At 4: 30 o'clock he died. 

Mrs. Campbell, wife of the deceased, and their 
two children, Allen R., an attorney, and Miss Mary 
Rebecca Campbell, are in New York City, where, for 
two weeks past, Mrs. Campbell, who 

IS AN INVALID^ 

has been taking treatment under the direction of 
specialists. Mrs. Campbell will not be able to come 



ABILITIES OF THE BLIND. 5I 

here for the funeral. In all probability her daughter 
will be required to remain at her side. The son, Allen, 
has been informed of the death of his father and will 
probably reach here some time to-night. Until his 
arrival no arrangements for the funeral will be made, 
but the body will lie at the home of Mrs. McMillin. 
Several days ago Mr. Campbell chanced to speak of 
his wishes in connection with his funeral and expressed 
the hope that he would be buried at Salem, where the 
bodies of his mother and one brother lie. Since his 
early childhood Mr. Campbell retained his many 
friendships in Salem. That was the town of his birth 
and of his early childhood. All that he was ever per- 
mitted to see of the world was Salem. There he lost 
his sight at the age of five years, and his recollections 
of things seen have always had their scene there. 

A BRILLIANT MAN. 

Most Remarkable Character by IViioui Yonngstown 
Has Been Honored. 

Walter L. Campbell was easily the most remark- 
able character with which the citizenship of Youngs- 
town has been honored. Losing his sight at the age 
of five years, he secured rudimentary education at the 
institution for the blind in this state and in Pennsyl- 
vania. Then he took an academic and collegiate and 
post-graduate law course and was admitted to the bar 
in Boston. Subsequently he became United States 
Commissioner in Wyoming. After serving as Com- 
missioner for some years, he went to Youngstown, O., 
and purchased an interest in the Mahoning Register. 
That was in 1874. For eight years he moulded public 
opinion, following the Register in its changes attend- 
ant on its advancement in importance and prestige 



5^ THE ACHIEVEMENTS AND 

resulting from his wise management. In 1884 Mr. 
Campbell was elected mayof of Youngstown. Fol- 
lowing the expiration of his term of office he led a more 
or less retired life and 

AMASSED CONSIDERABLE WEALTH 

by dealing in western mining stocks. During the 
period of his retirement he wrote a sociological treat- 
ise on plutocracy which bore the title of "Civitas." 
Two years ago Mr. Campbell and his wife moved to 
Washington, D. C, where they purchased a home at 
1 82 1 M street. They lived comfortably until two 
weeks ago when, on account of her suffering, Mrs. 
Campbell was taken to New York, where she was 
placed under treatment. She is attended by her 
daughter. After arranging for the comfort of his wife 
Mr. Campbell came to Youngstown on a visit and 
since his arrival has been enjoying unusual health, 
until his sudden taking away last night. 

child's THOUGHTLESS PRANK. 

Cost Mr. Campbell the Loss of His Eyesight — How 
He Was Educated. 

The thoughtless prank of a child playmate 
resulted in the loss of Walter L. Campbell's sight when 
he was only five years of age. His parents, John and 
Rebecca (Snodgrass) Campbell, lived at Salem, where 
Walter was born. His father was a saddler. Walter 
and several children were one day playing at some 
childish amusement about the barnyard in connection 
with the Campbell home. One little fellow threw a 
clod which struck Walter in the eye. Inflammation 
set in and the sight of that eye was lost. In a short 



ABILITIES OF THE BLIND. 53 

while the other developed inflammation and it too 
became sightless. That was in 1847. The Ohio Insti- 
tute for the Blind was then more or less an experi- 
ment. Training for blind children had not become such 
a science as at the present time. But when he was 
nine y^ars of age Walter was entered at the Institute 
and 

DEVELOPED A WONDERFUL CAPACITY 

for learning. In addition to the regular course he 
studied many useful branches, one of them being 
music. He became a master on the organ. When he 
was sixteen he left the Ohio Institute and secured 
admission to the Pennsylvania Institute at Philadel- 
phia, where a more advanced course of music could 
be followed. 

There his ambition was fired and he determined 
to abandon 'his musical career and devote more time 
to a classical course. With that end in view, he 
returned to Salem, completed his high school course, 
and entered Western Reserve College. During his four 
years there he won distinction notwithstanding the 
handicap of sightlessness. As a freshman he won a 
prize for the best written translation in Latin. In his 
second year he took the prize for the best English 
composition, and at the junior exhibition he delivered 
the philosophical oration. When he graduated in 1867, 
standing second in a large class, he delivered the salu- 
tatory oration. 

For one year following this he studied law with 
Judge Jacob M. Ambler, at Salem, and then, for a 
vear, 

ATTENDED A LAW SCHOOL 

at Harvard University. Graduating from there, he 
passed the law examination given by the supreme court 



54 THE ACHIEVEMENTS AND 

of bar at Boston, June 17, 1869. Just at this time 
Wyoming was made a territory and J. A. Campbell, 
an elder brother of Walter's, was appointed governor. 
Talented men were needed in the new country. By 
this time the handicap of blindness was no longer con- 
sidered. Walter Campbell entered the contests of life 
on an even footing with men in possession of all their 
natural powers. Going to Wyoming, he was made 
United States commissioner, which office he filled for 
several years. This constituted the greater portion 
of his law practice. Returning to Ohio, he soon 
located in Youngstown and assumed the editorial 
management of what was then the principal newspa- 
per. His work was not permitted to interfere with 
the continuation of his studies. 

HIS EDITORIAL WORK 

was dictated to an amanuensis or was written by him 
on a typewriter with rapidity and accuracy. What he 
lacked in sight was made up in mental activity. He 
traversed the streets of Youngstown without hesita- 
tion and with his cane as a protection went wherever 
he liked. Buildings and doorways were located with- 
out mistake. His knowledge of Youngstown was 
little more remarkable than his knowledge of all other 
cities where he visited. Within recent years Washing- 
ton correspondents have given him wide publicity on 
account of his abilities to get around notwithstanding 
his affliction, and his scholarly attainments. 

THOUGHT FOR HIMSELF. 

Espoused the Cause of Bryan and Free Silver — Till 
Then He Was a Republican. 

For many years before Bryan made free silver 
a national issue. Air. Campbell was a staunch advo- 



ABILITIES OF THE BLIND. 55 

cate of the policy and in 1896 he espoused the cause 
of free silver and Bryan, although heretofore he was 
a Republican, having been elected mayor of this city 
on that ticket. Mr. Campbell made many speeches 
during 1896 and was a familiar figure in politics dur- 
ing the Bryan campaigns. 

ACQUIRED WEALTH. 

Moz'cd to Washmgton, hut Salem and This City Were 
First in His Affections. 

During the last years of his life, after he had 
acquired wealth out of mining stocks, Mr. Campbell 
decided to make his home in Washington, because 
he considered that the most delightful city in the 
country for one who depended on his hearing for his 
pleasures. There he frequented the halls of Congress 
and the chamber of the Supreme Court, finding con- 
genial acquaintances among the scholars and states- 
men. 

Youngstown and Salem, however, occupied first 
place in his affections for places. He never forgot his 
boyhood days in Salem and often visited the old 
friends he retained there. His mother, whose death 
occurred about fifteen years ago at Canfield, at the 
home of Mrs. McMillin. was buried in Salem, as was 
a brother. Their resting places were regularly visited 
by the devoted blind son and brother, and his wjsh 
was that he be placed beside them. The father died 
when Walter was quite young. He is buried in the 
west. 

THOUSANDS OF FRIENDS. 

In This City, the Scene of His Greatest Activities — 
Those Who Survive Him. 
Youngstown was the scene of Walter Campbell's 
activities of maturer years. Here he has thousands of 



56 THE ACHIEVEMENTS AND 

friends, although his only relative here is Mrs. Mc- 
Millin. He has a brother, A. B. Campbell, who moved 
to Spokane, Wash., in 1888, and who is now engaged 
in extensive mining operations. His brother J. A., 
who was governor of Wyoming, was subsequently 
consul to Basle, Switzerland. He died several years 
ago at Washington, where his wife now survives. 
Another brother, Newton, who was a major in the 
Federal Army, and was well known in Youngstown, 
died a couple of years ago in Spokane. Several other 
brothers died many years ago, but were not known 
in Youngstown. The only son of the deceased is a 
junior member of the law firm of Goldsborough, Wer- 
ner & Sykes, 42 Broadway, New York. He is unmar- 
ried, and with him his sister and mother, the invalid 
widow, are now making their home. 

Walter Campbell and Helen La Gourge were mar- 
ried in this city on October 4, 1877. She had been a 
resident of Cleveland. Her present illness is of a 
critical condition. 

ILLNESS AND DEATH. 

Mr. Campbell Suffered His First Stroke of Apoplexy 
During Past Summer. 

During the past summer Mr. Campbell suffered 
his first stroke of apoplexy. This was at his home in 
Washington City. It was of such mild form that his 
physician consulted others in an effort to determine 
definitely whether or not it was apoplexy. There was 
always a difference of opinions. This stroke had a 
visible effect on Mr. Campbell. His speech suffered 
an impediment. He lost the ease of motion of his 
hands and arms. For a considerable time he was con- 
fined at home. 



ABILITIES OF THE BLIND. 57 

After some weeks he recovered and was again 
able to move about when he suffered two additional 
strokes. Neither was of the severity of the first. 
From these he also recovered. Then came the illness 
of his wife and the necessity two weeks ago of remov- 
ing her to New York. Mr. Campbell lost sight of 
his troubles and was apparently as active as ever in 
her behalf. After she was comfortably located, he 
decided to make a visit to Youngstown. Here he was 
inspired by the renewal of old friendships. He was 
delighted with the advancement of his good health. 
In the middle of the night the last attack came on him. 
His agonized coughing attracted the attention of other 
inmates of the house and they and other attendants 
vainly sought to give him comfort and relief. 

SOCIAL ORGANIZATIONS 

Held No Attraction for Mr. Camph ell — Believer in 
the Szmdenhorgian Faith. 

Aside from membership in a Greek letter frater- 
nal society Mr. Campbell had no connection with social 
organizations. He was a believer in the Swedenbor- 
gian faith. For years he was organist at the First 
Presbyterian Church and presided at the organ in 
evangelistic and other public meetings. He had no 
membership in public or charitable enterprises other 
than having served from 1887 to 1890 as trustee of 
the Working Home for the Blind, an appointment 
for which he was honored by Governor Foraker and 
which he accepted because of his interest in and sym- 
pathy for those who suffered an affliction similar to 
his own. 

Mr. Campbell loved his books and his faithful 
friends. On the street he would have a cheerful greet- 



58 THE ACHIEVEMENTS AND 

ing and would call by name any acquaintance who 
first spoke to him. His faculty for distinguishing 
voices was remarkable. 

As a chess player Mr. Campbell engaged the most 
expert players in the city and unless his opponents 
were skilled and alert he was liable to defeat, for Mr. 
Campbell's skill was more than ordinary. 
J His personality was characterized by a strong will 
with determined and fixed views on almost every ques- 
tion which he had first inquired into. He was to an 
extreme degree kind and was interested in the human 
phase of people and things, with little sympathy for 
the artificial and frivolous. In all, Mr. Campbell was 
a strong character whose life, despite the handicap suf- 
fered, will form an important part of the history of 
Youngstown. 

WAS TO HAVE SPOKEN. 

Nezvspapermen Had Expected to Hear an Address 
from Mr. Campbell at Their Banquet. 

Hon. Walter L. Campbell had been selected by 
the newspapermen's recently selected committee, who 
are to hold a banquet on February 2. Albert Van 
Fleet is a member of the speakers' committee and was 
on his way to Mrs. McMillin's residence this morning 
to invite Mr. Campbell to deliver a short address at 
the coming banquet when he first heard of the death. 

THE CHRONOLOGY OF THE LIFE OF A REMARKABLE MAN. 

1842 — November 13 — Born at Salem. 

1847 — Lost sight of one eye by accident and shortly 

afterwards became totally blind. 
185 1 — Entered Ohio Institute for Blind at Columbus. 
1858 — Completed course in Ohio Institute for Blind. 



ABILITIES OF THE BLIND. 59 

1858-1859 — Taught music. 

1859 — Entered Pennsylvania Institute for the BHnd 
at Philadelphia for purpose of completing 
course in music started at Columbus Institute. 

1859 — Returned to Salem and entered High School 
to prepare for entrance to college. 

1863 — Entered Western Reserve College at Hudson. 

1867 — Completed course at Hudson. 

1 867- 1 868 — Studied law with Judge Jacob A. Ambler 
at Salem. 

1868-1869 — June 17 — Admitted to bar of Massachu- 
setts by supreme court at Boston. 

1869 — Went to Wyoming territory, then just organ- 
izing and of which his brother had been ap- 
pointed governor. Was there appointed 
United States commissioner and practiced law 
for some time. 

1873 — Returned to Ohio. Admitted to bar at War- 

ren in May, same year. 

1874 — May — Purchased interest in Mahoning Reg- 

ister at Youngstown and remained editor of 

Register and corporate successors until 1884. 
1877 — April 4 — Married Miss Helen C. La Gourge. 
1 884 — Elected mayor of Youngstown. 
1887 — Appointed trustee of the Working Home for 

the Blind by Governor Foraker. Retained 

office for three years. 
1896 — Left ranks of Republican party and espoused 

the cause of Democracy. 
1903 — Took up his residence in Washington, D. C. 
1905 — January 25 — Died unexpectedly from stroke 

of apoplexy. 



CHAPTER XV. 

A Short Sketch of the Ofe and Death of Charles E. 
Hoover, a Most Noted and Worthy Blind Gen- 
tleman with Whom I was Most Intimately Ac- 
quainted and Whom I Had in My Employ for 
Several Years. 

He leaves two blind brothers, Eli and William, 
who are also worthy of more than a passing notice, 
which we will give farther on. 

The old adage that death loves a shining mark has 
had many illustrations in the vicinity of Union, Ohio, 
during the last few months. Many prominent land- 
marks have been swept aside with relentless hand, 
involving striking changes in the community. One 
of the prominent citizens of this number to respond 
to death's call was Charles E. Hoover, who passed 
away February i8, 1905, at the age of 58 years, 5 
months, and 14 days. He was the youngest son of 
Daniel and Susan Hoover and was one of a family 
of eleven children. Five of these eleven children were 
blind from birth and upon reaching the proper age 
were sent to Columbus to be educated in the school 
for the blind. They developed a marked aptitude for 
music, both vocal and instrumental, and much time 
was devoted to its study. iVfter completing their edu- 
cation they went upon a visit to friends in Indiana. 
While there they were induced to give an impromptu 
entertainment, which proved to be a delightful suc- 
cess. They were met by a full house and from that 
hour they started upon a musical career extending 
over a period of many years. Almost every church 

(60) 




Mr. and Mrs. Charles E. Hoover, 
Prof. Hoover — a man of rare musical talent and skill. 



ABILITIES OF THE BLIND. 6l 

and schoolhouse for miles around has resounded time 
and again with the strains of music from this gifted 
family. 

Charles Hoover was the youngest of this group 
and he played a leading part in all their work. He 
possessed a clear, melodious voice and was skillful in 
the use of violin or organ. There are hundreds, and 
even thousands, who cherish delightful memories of 
the musical recitals given in Ohio and Indiana by this 
charming family. 

The acme of happiness was reached in Charles' 
life on April i6, 1895, when he was united in marriage 
with Mary Catharine Curtis at the old homestead near 
Union. A great company of friends witnessed the 
ceremony, which was pronounced by Rev. I. C. Way- 
mire, of Englewood. She was a devoted companion 
and accompanied him upon his musical tours. Last 
October they started for Oklahoma to visit relatives 
and friends in that distant state. They passed many 
weeks in a delightful visit among people who lived in 
sod houses, and Mr. Hoover gave a number of rehear- 
sals in schoolhouses built of prairie sod. In that prim- 
itive country he found the people alert to the beauty 
and charm of music. From Oklahoma they returned 
to Kansas and it was while giving entertainments in 
that state that he was suddenly stricken with the mal- 
ady that proved fatal within a few weeks. As soon 
as the affliction was observed he canceled all his 
engagements and together they started for their Ohio 
home. The old, trite saying that "There is no place 
like home" is true in time of health, but it is doubly 
true in time of sickness. But this was a sad home- 
coming to Sister Hoover. He sank slowly under the 
relentless hand of sickness and at last his strong, vig- 



62 THE ACHIEVEMENTS AND 

orous frame succumbed and he passed peacefully to 
his rest. His last song was sung in the Sunflower 
state — his last song on earth. But we fondly believe 
that the corridors of heaven have already resounded 
with strains of melody and praise more glorious than 
any that ever burst from his lips here. He would 
swiftly join the angelic chorus in rendering thanks- 
giving and praise to our God forever. But his depart- 
ure took from earthly friends one who had filled many 
a heart and many a home with brightness and sun- 
shine. His life was a benediction, not only of song, 
but of all those graces of heart and life that made 
him the Christian gentleman he was all through life. 
In all his musical renderings there was to be seen and 
felt a religious spirit, a moral tone that made the people 
better for having heard the song. Thero was truly 
a Gospel in his song that touched men's hearts and 
inspired them to a better life. And while his voice is 
forever still here, the music of his life rolls on and 
will continue in men's hearts while life shall last. 

The funeral service was held in the M. E. church 
at Union, where his voice, had been heard for many 
years. A large concourse of people were in attend- 
ance with profound sympathy for the immediate fam- 
ily in their common sorrow. The service was con- 
ducted by Rev. O. P. Furnas, of West Milton, assisted 
by Rev. Rinebarth and Rev. I. C. Waymire. He leaves 
his beloved companion, one sister, and four brothers 
to mourn his departure. Two of the surviving brothers 
are of the number who were blind from birth. A 
great company of relatives also survive our departed 
brother, both in Ohio and Indiana. 

Those from Indiana attending the services were 
as follows : Rev. Hugh Carmichael, Rebecca Carmi- 



ABILITIES OF THE BLIND. 63 

chael, and Andrew Younce, Kennard, Indiana ; Charles 
Byrket, Lotta Byrket, Tiffin Byrket and wife, Mar- 
shall Byrk^t, Ed. Byrket, Earl Byrket, and Belle Van- 
derbark, Knightstown, Indiana. 

I wish to call attention to some mistaken ideas 
which are prevalent in the minds of a great many 
people. 

First. It is thought that blindness is the worst 
affliction that can befall any member of the human 
family; this is a great mistake. If you will reflect for 
one moment you will change your mind on this sub- 
ject. Sight is very desirable indeed, but the greatest 
amount of real happiness comes to the human mind 
and heart through the sense of hearing, the sound of 
human voices, the music of nature, the roaring cat- 
aract. In all of these you find and feel sublime pleas- 
ure, but take away the hearing and retain sight ; then 
you hear no voices, no music, social intercourse is cut 
off, and when you are in the dark you are shut out 
from the external world. Again, to be hopelessly 
insane is far worse than blindness ; or to be a helpless 
invalid, or to lose both arms or both legs. I might men- 
tion many other conditions but these are sufficient. 

Our happiness is what we make it. If we go forth 
in life with the determination of being happy and mak- 
ing others happy, we will succeed ninety-nine times 
out of one hundred. I know by my own experience 
that our greatest happiness is produced by aiding and 
adding to the happiness of others. If in any condi- 
tion of life we were to look on the dark side only we 
could make ourselves miserable. The true philosophy 
of life is not to fret or worry over anything or any 
condition that is beyond our control, but to make the 
best use of all means placed within our reach for our 



64 THE AGHIEVEMENTS, AND 

well-being and the happiness of those with whom we 
are associated and for humanity at large. 

The educated and cultured blind as a class are 
happy and industrious. I have had people say to me, 
"I don't see how you can be happy; why, I would 
rather be dead than to be blind." I say to such people, 
"You do not know exactly what you are saying." A 
mind that is so small that it can receive and enjoy 
nothing but that which is seen, is of but little benefit 
to itself or to the world. If we can do nothing for the 
happiness of those with whom we come in contact we 
should at least strive to do nothing which would tend 
to diminish their pleasure or add to their miseries. It 
has been my motto, since I started out in life for 
myself to scatter sunshine along life's pathway that 
others might be made glad and happy. 



M 



CHAPTER XVI. 

The horse was the subject of the latter part 
of Chapter XIII. I said I had achieved notori- 
ety as a horseman, not only in training and break- 
ing but as a rider and driver of all kinds of horses. 
I have been called on to break runaway horses and 
kicking horses for men who had good eyesight 
and I never failed in a single case. I broke one 
horse in the summer of 1867, which the horse 
tamers had charge of, at the Yellow Springs, Ohio 
for three weeks and gave him up as unmanage- 
able. My brother traded for him and he asked me 
if I would break him. I told him I would try it. I 
took him in hand, my wife and I hitched him to the 
buggy and drove him for two or three weeks and he 
became gentle. I could give a great number of such 
cases, but will let what has been said suffice for the 
present at least. It is thought to be a great achieve- 
ment for a man with eyes to become an expert horse- 
man and trainer ; what is it then for a blind man ? I 
am aware of the fact that some men will be inclined 
to doubt some of these statements, but their doubts 
cannot change facts. I have bought horses for men 
who could see. They said they would rather risk my 
judgment than their own. This I have done many 
times and I always took it as a compliment to my 
judgment. 

While we are talking about the horse I wish to 
correct some false ideas and impressions which have 
crept into the minds of some people concerning my 
horse-trading. It has frequently been said that if a 

5 (65) 



(^ THE ACHIEVEMENTS AND 

man traded with Professor Welch he was sure to get 
badly cheated. I wish to say right here that I never 
cheated a man in a horse-trade ; if he was cheated he 
cheated himself. I take my own judgment and allow 
every man to do the same. I have been most woefully 
cheated a few times, but I said nothing about it, but 
watched for a good chance to get it back off the same 
man. I will relate one instance: In the fall of 1870, 
while I was living in Clinton county, I sold a mare 
and colt to a certain man for $100.00 and was to take 
$50.00 in wheat. When I sent my hand for the wheat 
he sent me fifty bushels of very musty wheat. I said 
nothing, but waited. The next spring he took a con- 
tract on the Cuba and Clarksville turnpike. He came 
to me to buy a horse. I had a very fine bay horse 
which I had gotten of Mr. Darby. He wanted that 
horse. I asked him $160.00. He said, "Will you 
hold him until Thursday at that price?" I said, 'Tf I 
have him then you can have him at that price." I 
traded the horse the next day for one that was very 
uncertain about work and was not as sound as he was 
recommended. I was badly cheated. The man who 
wanted to buy came over on Thursday. I went with 
him to the stable; he looked at the new horse, think- 
ing it was the Darby horse. He said, "How will you 
trade this horse for the mare and colt?" (meaning the 
mare and colt which I had sold him). I said, "Give me 
$90.00 and I will trade." He said, "Is that the best 
you will do?" I told him it was. He said, "Will you 
take $75.00 of it in corn?" I told him I would. We 
traded; he paid me the $15.00 and I sent my hand 
home with him and got the corn home. In about a 
week he came over to see me. He said, "You cheated 
me in this last trade." I said, "How is that?" He 



ABILITIES OF THE BLIND. 67 

said, "I did not get the Darby horse." I said, "I knew 
that at the time of the trade." He said, "I thought I 
was getting the Darby horse." I said to him, "Sir, 
when I sold you that mare and colt I thought I was 
getting good wheat." I said to him, "Had you acted 
honorably with me about the wheat I would not hav? 
permitted you to have deceived yourself in regard to 
the Darby horse." I told him that if he wished to 
trade with me he must be square if he wished square 
dealings. 

I will relate one more trade to illustrate the point 
in question. While I lived in New Vienna there was 
a certain man, a sewing machine agent and also a 
preacher, who came to me and wanted to trade 
horses. He told two of my neighbors if he could get 
me to trade with him he would cut my eye-teeth for 
me. They told me to be on the lookout for him. I 
said to them, "Just watch !" He was after me for a 
trade every day for a week. I had a dappled gray 
horse, about nine years old, which was a little thick- 
winded. He had a black mare four years old. As I 
said, he had been after me for a week and I had not 
examined his mare, so one morning he came down to 
my house carrying a sewing machine. He said, "Well, 
I thought if I could not trade horses with you maybe 
I can sell you a machine." I replied, "No, sir; you 
can not." He said, "Will you go up to my stable and 
examine my mare?" I said I would. We went to 
his stable and I examined his mare. He said, "How 
will you trade?" I answered, "I will take your 
machine and your mare for the gray hose." He replied, 
that the machine was worth eighty-four dollars. I 
replied "That is the best I can do." He said, "Will 
you insure the horse to be sound?" I answered, "I 



68 THE ACHIEVEMENTS AND 

will insure nothing; you can see all that is on the 
outside and I have not been on the inside. If we trade, 
each man. must rely on his own judgment." We 
traded and I hooked the black mare up to the buggy, 
to start out on my daily round of teaching. My wife 
said to me, "I would keep that mare if I were you; 
she is so nice." I said to her, "Bid her farewell, for 
I don't think I will drive her home to-night." She 
said, "Why not?" I said, "That preacher thinks he 
has done me, but when he hooks Dick up to his wagon 
he will find out who is done and he will be back to 
rue." 

That day I traded the mare for a three-year-old 
mule and got $60.00 to boot. I came home about eight 
o'clock that evening. While I was doing up my feed- 
ing I two of my neighbors came to the stable. I sat 
down and we were talking when I heard a footstep. 
I said, "Boys, there comes that preacher." Sure 
enough it was he. He came up to, where we were sit- 
ting and said, "Professor, I want to speak to you pri- 
vately." We stepped aside and I said, "What is it?" 
He said, "That horse is thick-winded and I don't 
want him ; you can let your little boy ride the mare 
up to my stable and bring the horse back and no one 
will know anything about it." I said to him, "Sir, I 
do not do that kind of business ; besides, if I wished 
to do so, I could not, for I traded the mare off to-day." 
He said, "You was in a hurry to trade." I said, "Yes ; 
when I get started it is hard to tell when I will stop." 
He said, "Well, I don't want the gray horse." I 
replied, "Neither do I." He said, "You will have to 
do something. I can not stand this." I replied, "Oh, 
I guess you can." I then and there said to him, "I 
understood you told certain parties If you could get 



ABILITIES OF THE BLIND. 69 

me to trade with you you would teach me how to 
trade horses; you said you would cut my eye-teeth for 
me. You did it, sir, but whose mouth are they in?" 
He said he would sue me. I told him to go ahead and 
I would be with him. He got very angry. I told him 
to be careful when he traded and not threaten what 
he would do. He did not sue, but everybody laughed 
at him for cutting my eye-teeth and having them to 
come through in his own mouth. 

A little more horse talk and a few promiscuous 
remarks and we will have finished this chapter. 

The most thrilling experience which my wife and 
I ever had in breaking runaway horses was with a 
horse belonging to Jacob Leady of Darke county, in 
the fall of 1875, while we were living in Greenville. 
Mr. Leady had bought the horse in Indiana in the 
spring of 1875. He brought him home and worked him 
a few times when the horse concluded to run away. 
He did it so thoroughly that Mr. Leady concluded 
he was too much for him. He sent me word in Sep- 
tember to come and get the horse and break him or 
kill him. We went out and got the horse and took him 
home with us. Mr. Leady said the horse had not been 
out of the stable for more than two months and he was 
afraid to undertake to lead him out. I told him I 
would bring him out. He said, "I am afraid he will 
hurt you." I told him I would risk that. I went in 
and bridled him, then put a strap around his body and 
tied up one forefoot and led him out. We got safely 
home with him. The next morning I hooked him up 
to the buggy and we started out on our daily round 
of giving lessons. We lived on the southeast corner 
of Main and Ludlow streets. We started on Ludlow 
street, to go south to Fourth street. Just as we had 



70 THE ACHIEVEMENTS AND 

started my wife saw a man coming leading a cow. 
The horse was frightened at the sight. My wife said 
to me, "You had better get out and take him by the 
bit." I jumped out on the right hand side and grabbed 
the bit just as he was in the act of whirHng to the 
right. I caught him with my left hand, he reared, 
and I threw up my right hand and grabbed the left 
bit-ring. My wife was in the buggy holding the 
strings. He went up the alley about six rods, carry- 
ing me with him, but it was a little too much for him. 
My wife was doing her best to hold him. She said 
to me, "Hold to him, Mr. Welch." So I did and with 
our combined efforts we stopped him. The scene 
caused a great excitement; a large number of people 
were gathered, some hollowing to my wife to jump 
out, others telling me to let go or I would be killed. 
As soon as we had stopped the horse I turned 
to the people and said, "Gentlemen, please keep quiet, 
my horse is not used to town and town ways." I 
tied him securely, then walking back to my stable 
(about half a square) I got a double twisted scissor 
bit which I had made some time before. I went back 
to the scene of action. When I got there I found a 
still larger crowd than when I left to get the bit. 
They were trying to persuade my wife to get out of 
the buggy and never get in behind that horse again. 
She replied, "I am not afraid as long as Mr. Welch 
has hold of him." I put the scissor bit in the bridle, 
then got in the buggy. When I went to start some 
one said, "You had better have somebody lead the 
horse." I said, "When I want anybody to lead I will 
call on somebody to do it." I spoke to the horse to 
start and he attempted to jump, but just then he 
learned something which surprised him as well as 



ABILITIES OF THE BLIND. 7I 

those that were watching. No sooner had he made 
the spring than I gave him a severe yank which 
threw his hind feet from under him and his head up 
in the air. I then held him firmly and gave him a 
few severe cuts with the whip (a remedy which I 
always keep on hand for such cases). When I called 
on him to go, he went, but before we were out of town 
he tried again to run, when I brought him to a stand- 
still as before. We got out of town. We had eight 
miles to drive to our first stopping place. The road 
was newly graveled; he wanted to go and I told him 
to go. We went that eight miles in one hour. When 
I said whoa, he was ready to whoa. When he would 
scare at anything I would bring him up to the scare- 
crow and he soon learned to obey every word that I 
said to him. I would always speak to him in the same 
firm, commanding tone of voice. We worked him for 
six months and had no more trouble with him. Mr. 
Leady was well pleased with the way in which he was 
handled. He became perfectly safe as a driving horse, 
although he had never been driven single before I 
took him to work. 



CHAPTER XVII. 

The reader will forgive me for talking so much 
about horses, but I am as proud of my record in this 
line as in any other. 

We will now return to where we left off a few 
chapters back. After I returned from Iowa I resumed 
teaching and followed that pursuit until the fall of 

1876. We concluded to try our luck once more at giv- 
ing concerts, so accordingly we started out in that busi- 
ness for the winter. We traveled through Montgom- 
ery, Greene, Clarke, Clinton and Miami counties with 
good success. We returned home in March, 1877. I 
did but little teaching that spring and summer. I trav- 
eled and sold medicine part of the time, repaired or- 
gans and pianos part of the time ; anything that would 
bring in an honest dollar. On the 5th day of October, 

1877, our youngest child was born, a daughter. In 
November of that year I started in company with a 
blind man to take a trip through northern Ohio and 
Michigan giving concerts. We did well until we 
reached North Baltimore in Wood county. There I 
was taken sick. My partner came to my sick room on 
Sunday, after I was taken sick on Friday night, and 
said to me, "Professor, I got a letter from my wife and 
I am obliged to go home to-morrow morning and I 
want some money." I told him I had no money to 
spare. He said he could get the money of Mr. Porter, 
who had just sold out his drugstore, if I would say so. 
I asked him what was his rush to go home. He said his 
wife had written for him to come and see about a cer- 
tain note, which was coming to them and if he did not 

(72) 



ABILITIES OF THE BLIND. 73 

go they were likely to lose it, I asked him when he 
would be back and he said, "Not later than next Satur- 
day." I told him to bring Mr. Porter up and I would 
talk the matter over with them. They came up to my 
room and I said to him, "George, how much money do 
you want?" He answered, "Fifteen dollars." I said to 
him, "It will not require that much to take you home." 
He said, "No, not quite; but I will bring back what I 
don't use." I then said to Mr. Porter, "On what con- 
dition did you agree to let him have the money?" He 
said, "I told him if you would stand good for the 
money, he could have it." He further answered me, 
saying, "Your organ and wagon and team are here and 
they will not be likely to go away until you are able 
to go with them." I said to George, "Now I will tell 
you what you can do; you can get the $15.00 and use 
what it costs to get your ticket home, then call at my 
house and give the remainder to my wife and tell her 
to come up here at once." He got the $15.00 and 
started home on Monday morning. He stopped at my 
house and told my wife that I was sick and wanted 
her to come at once, but never said anything about the 
money. My wife and babe came up to North Balti- 
more on the next Tuesday, but I never met George from 
that day to this. I had to pay the $15.00. 

My wife remained with me until I was able to sit 
up, then she returned home and sent our daughter 
Viola (the same one who went with me to Iowa), who 
remained with me until I was able to go home, which 
was not to be for some time yet at least. Mr. Foster, 
who lived about two miles from the village, came in 
to see me quite frequently. About a week after my 
daughter arrived he came in and invited us to go home 
with him, which we did. After we had been there over 



74 THE ACHIEVEMENTS AND 

night he said to me at the breakfast table, "Professor, 
why not let me bring your team, wagon and organ out 
here and stay until you are able to travel ? My family 
would like to have you and your daughter stay with us 
instead of staying at the hotel in town." I thanked him 
for the invitation and told him I would as leave stay 
with him and pay him as to pay the hotel. He replied : 
"It will cost you nothing; my girls want to take some 
lessons on the organ and if you will help them it will 
pay us." I said, "All right." He went to town after 
breakfast and brought the whole outfit home with him. 
I went the next day and settled with the hotelkeeper. 
We were well pleased with the change for various rea- 
sons — the family was very pleasant and kind and very 
intelligent. We had been at Mr. Foster's about a week 
when I concluded I must be doing something, so I 
proposed to him that we would advertise and give some 
concerts. He agreed and accordingly we went to work 
and advertised for three concerts on the following 
Thursday, Friday and Saturday nights. 

All went well until after the concert on Saturday 
night, Mr. Foster's two sons and two daughters, my 
daughter and I went to give the concert last mentioned 
— my wagon was a covered spring wagon) , as we went 
to the concert we passed a sand pit which was very close 
to the road. I said to the boys, "You must (as we are 
returning) watch very closely as we go back or we will 
get into that pit." As we were returning, I said, "We 
are nearly to that sand pit ; you had better keep a little 
to the left." Corwin, who was driving, said, "We are 
all right," (the three girls were seated on the chairs 
in the back part of the wagon). He had no sooner 
spoken the word when over went the wagon into the 
pit. I sprang out and got hold of the mare which be- 



ABILITIES OF THE BLIND. 75 

gan to kick. I called on the boys to come and hold the 
team until I could rescue the girls. The boys came to 
hold the horses as soon as they could. The curtains 
were all fastened down. I went to work to get the 
girls out. I succeeded in getting them out. When I 
went to take the chairs out I found my right hand re- 
fused to do duty. I asked if any of them were hurt; 
they said, "Not much; only badly scared." Then my 
little girl said, "Pa, are you hurt?" I said, "Not badly; 
my shoulder is dislocated, that is all. They were all 
badly scared and confused, but I was perfectly calm 
and said, "Boys, see what is broken about the wagon." 
We found that one spindle, two springs and the tongue 
were all that was broken. I told the boys to take the 
team and go back to the next house and see if they could 
get a wagon. They went and succeeded. We loaded 
organ and all into the wagon and started (we had 
about three miles to go), and it was after midnight 
when we got there. When we got in the house 1 founa 
I had broken a shoulder blade. Mr. Foster wanted 
to go at once for the doctor. I said, "No; wait until 
morning," but after 4 o'clock I called him and told him 
he might go for the doctor; my shoulder was paining 
me so badly. The doctor arrived in about one hour. 
He said I should have had my shoulder attended to at 
once ; it was badly swollen. He went to work to set the 
dislocated joint and with the help of Mr. Foster and 
one of the boys he succeeded ; then he set the broken 
shoulder blade. He said I would have to carry my arm 
in a sling for at least four or five weeks (this was Sun- 
day morning). Mr. Foster and the boys went on Mon- 
day and took my wagon to the shop for repairs. I made 
arrangements to start for home the next week, so ac- 
cordingly on Wednesday of the following week one of 



y6 THE ACHIEVEMENTS AND 

the boys and I went after my wagon. I intended to 
start for home the next morning, but as I had not 
recovered fully from my first sick spell I was really 
not able to be at work at all. 

Mr. Foster had promised a neighbor that his family 
and my daughter would spend an evening with them 
before I went home. We went to fulfill his promise 
on Wednesday evening. I was feeling very badly, but 
said nothing about it. We stayed until ii o'clock. It 
rained on us as we went back. I remarked after we had 
reached Mr. Foster's, if I did not feel better I would 
not be able to start home the next morning. Mr. Fos- 
ter said, "You had better postpone going until next 
week." I said, "No ; I must go as soon as I can." But^ 
alas, how the plans of man are thwarted ! That night 
about 2 o'clock I was seized with pneumonia. I lay for 
two weeks in a semi-conscious condition, hovering be- 
tween life and death. Doctor Henry, who was attend- 
ing me, called in consultation Drs. Eaton and Mc- 
Clarin (so I was told afterwards) ; they decided that I 
was in a very critical condition, one lung gone and the 
other nearly so. They told Mr. Foster I could not pos- 
sibly live more than three or four days at most. Mr. 
Foster ( either the same day or the day following) 
aroused me from the stupor which had hung over me 
for two weeks, except when they aroused me to give 
medicine. He said to me, "Had I not better send a tele- 
gram to your wife to come up here? The doctor says 
you will not be able to go home soon." This went 
through my mind like a flash of lightning. I said, 
"No ; you will do' no such thing. I know what you 
think ; you think I am going to die ; maybe I am, but 
I will not die here. I am going home." He said, "You 
cannot go home." I said, "I can and I will." I was 



ABILITIES OF THE BLIND. ']'J 

very weak, but a strong determination took hold of my 
mind and I acted upon this determination, I told him 
I was going to start home to-morrow. He answered me 
by saying, "How can you get to the depot?" I said, 
"I will get there ; if you do not want to take me some 
one else will." He said, "How can I take you?" I 
answered, "Put a bed in your mud-boat and put me in 
the bed." After much' persuasion and useless arguing 
he agreed to do as I suggested. So' the next afternoon 
they loaded me in the mud-boat, having placed a straw- 
tick and a feathertick for me to rest upon, then they 
covered me up. He had hooked my team to the boat. 
My daughter got in and drove. Mr. Foster walked 
(for the team could not go out of a walk on account 
of the bad condition of the road). We arrived at the 
depot in good time. Many who had visited me while 
in the village and others who had visited me at Mr. 
Foster's, were there to say farewell ; among others 
Doctor Henry and Eaton were there. When the train 
arrived they fixed a bed for me and carried me in and 
laid me down, then bade me farewell. I arrived at 
home safely the next morning. I was not able to sit 
up for two weeks after getting home. 

It was four weeks afterwards that my daughter 
and I went back after my team and wagon. When we 
got off the cars at North Baltimore Doctor Eaton was 
the first man to speak to me. He said, "Well, here you 
are; I never expected to see you on earth again. It 
was no medical skill that brought you through, nothing 
but your indomitable will and your determination not 
to die that saved your life." I said, "Be that as it may, 
here I am." Mr. Foster met us at the depot, and took 
us to his house. The whole family were surprised and 
glad to see us ; then Mr. Foster told me what the doc- 



^8 THE ACHIEVEMENTS AND 

tors had said about me. They had told him that I 
could not live but a very few days, that one lung was 
entirely gone, and the other one was nearly gone. I 
want to say right here, that they made a great mistake, 
for my lungs are just as sound to-day as they ever were. 
We rested two or three days before starting home. I 
was still very weak. We drove through in three days 
— this was in the latter part of March, 1878. 

We moved to the Yellow Springs, Greene county, 
Ohio, in April following. As soon as my health would 
permit I went to teaching. I succeeded in getting about 
fifty scholars for that season. Here I also gained noto- 
riety in the legal profession — as a pettifoger I had 
work enough in this line to take up about one-half of 
my time. I had at different times the best attorneys 
in those parts to contend with, which was greatly to 
my advantage. I also had a great deal of sport in 
some cases which came up. I will give an account of 
some of them hereafter for the benefit of my readers. I 
continued to improve in health, also in business. After 
being absent from this vicinity for eleven years, it 
seemed really like getting back home again. Here were 
the friends of other years and the associations of my 
childhood were brought back to memory very vividly. 



CHAPTER XVIII. 

I spoke in the preceding Chapter about my child- 
hood days. It was near the village of the Yellow 
Springs that I spent most of my childhood. My father 
was among the early settlers of Greene county. 1 was 
raised within three miles of the above-named village. 
You will not then be surprised at me for saying that it 
seemed like getting back home again. My father 
moved from Greene to Clark county in March, 1853. 
Children that were children then had grown to man 
and womanhood, but the associations of childhood re- 
mained fresh and strong. Let me say just here, that 
the friendship formed in childhood is strong and dur- 
able through life. 

Well, to return to where we left off. My business 
in the way of teaching went on without much inter- 
ruption until the spring of 1879, when a certain man, 
a professor of vocal music (who had a daughter who 
wanted to try her hand at teaching organ and piano 
music), tried to do me a little dirt in regard to my 
ability to teach. There were certain ladies who had 
called at my house to learn my terms for giving les- 
sons. This teacher of vocal music, hearing of the ladies 
wishing to take lessons, at once made it his business 
to go and interview them on the subject. They told 
him they' had been to see me about taking lessons. He 
said, "You had better get my daughter to give you 
lessons." They asked him why. He replied, "No blind 
person can understand music, much less teach it; it 
would be nonsense to waste your time and money with 
him. You had better employ my daughter." They told 

(79) 



80 THE ACHIEVEMENTS AND 

him they had heard my scholars speak very highly of 
me as a teacher and they would try me. So they did. 
After I had given them several lessons, one of them 
told me about the conversation they had with Prof. L. 
and what he .had said about me. It always gives me 
exquisite pleasure to convince my opponents with a 
knock-down argument, one which they cannot refute. 
I said nothing about the matter to any one except my 
wife. I determined at once not only to convince the 
said professor, but all who were working against me 
that the blind could not only understand music but 
could teach it successfully also. My plans were imme- 
diately matured. I concluded to give a public concert 
and procure the labors of competent blind performers. 
I wrote to Miss M. A. Nation and Mr. Windel 
Schield. Miss Nation was noted both as a teacher and 
a performer; she possessed an excellent voice, she 
could sing to E, the third added line above the treble 
staff with ease and clearness. Mr. Schield was teach- 
ing music . in the public schools of Cincinnati at that 
time and had been for two or three years prior to this 
time. I received an answer from both of them that 
they would be glad to assist me. I did not tell them 
what my object was. I advertised extensively for two 
concerts to be given on the nights of the 7th and 8th of 
June, 1879. The first concert would be on Friday 
night and the second on Saturday night. My parties 
arrived in due time and we practiced and prepared our- 
selves for the coming event. On Friday, Mr. L. came 
to me and said, "Professor, I want to ask a favor of 
you." I said, "What is it?" He said, "There are six 
of us who wish to attend your entertainment tonight, 
and I have not got the cash ; will you trust me until 
next week ?" I replied, "Most certainly" (I would have 



ABILITIES OF THE BLIND. 8l 

given him the tickets rather than missed having him 
there). I let him have six tickets. I had secured the 
Christian Church, the largest pubhc room in the village. 
Friday night came, and with it a very large audience. 
When the time came to open the entertainment 
I made an explanation. Before I introduced my 
performers I said, "Ladies and gentlemen, I pre- 
sume you are somewhat surprised at my going to 
the expense of engaging musicians from a distance 
to assist in giving two concerts. I have a rea- 
son for so doing, as I do nothing without a good 
reason. My reason is this : I wish to convince Prof. L. 
that the blind can both understand and teach music 
successfully." I then introduced my assistants. We 
had a very large as well as an appreciative audience 
both nights. On Saturday night, just before we were 
ready to close^ Judge Mills arose and asked permission 
to say a few words. I told him to speak. He said, 
"Ladies and Gentlemen : — I want to say that I have 
attended all musical entertainments that have been 
given here since this has been a town. I have also at- 
tended concerts in large cities, and I wish to say that 
Prof. Welch and his two blind friends have given us 
the greatest, grandest musical treat that it has ever 
been my privilege to enjoy and I think they deserve 
great credit." My point was clearly and conclusively 
gained. I felt as though I had achieved a victory over 
my adversary in an honorable way, besides giving the 
community a grand musical treat. 

About this time I began to have considerable busi- 
ness in the legal profession. I had been pleading (or 
pettifogging) for the past year, but about the time of 
which I speak, there arose a suit between two parties 
brought about by a certain young Limb of the Law, 

6 



82 THE ACHIEVEMENTS AND 

Mr. D., a late graduate. (I had never met the gentle- 
man until this suit came up. I was employed by the 
defendant. (It was before the justice of the peace.) 
When the case was called I made verbal motion for the 
plaintiff to amend his bill. Mr. D. asked that I file my 
motion in writing. I told him I guessed not. He ap- 
pealed to the Court. The Court told him that I had a 
perfect right to make a verbal motion. He said, "Then 
we will argue the motion." I said, "Very well ; remem- 
ber it is my motion and therefore I have the opening 
and closing arguments." I arose, addressed the Court 
and stated the grounds of my motion, cited the law, 
made a few remarks, occupying probably five minutes, 
then sat down. Then he arose and spoke as folows : "If 
your Honor please, I am surreptitiously and teetotal- 
istically surprised at your Honor in permitting a blind 
man, an ignorant man, a man who cannot read, to get 
up in your Court and attempt to plead law against a 
graduate. It is an outrage against an intelligent com- 
munity and against the legal profession, but I can ex- 
cuse your Honor. I presume it is through pity for the 
poor afflicted man that you permit him to come here for 
pastime." He kept on in this line for ten or fifteen 
minutes, then sat down. I arose (with a grin) and 
said, "Your Honor, I shall attempt to answer no argu- 
ment, for the learned gentleman has advanced none. 
But I will answer him. He is surprised ; so am I. The 
day of miracles is not over. By miracles I mean any- 
thing which is beyond human power. We will revert 
back to history. When the children of Israel crossed 
the Red Sea dry shod and their pursuers essayed to 
follow them they were swallowed up by the water. 
This was a miracle. Again, when Moses smote the rock 
and it gave forth water to quench their thirst, this was 



ABILITIES OF THE BLIND. * 83 

a miracle. We follow history on down ; we find a 
blind man who had been betrayed into the hands of his 
enemies ; he was brought forth to make sport for them 
at a certain feast. He asked the Lord to give him 
strength once more that he might avenge himself of his 
enemies. He was heard and answered. He grasped the 
pillars of the mighty building, and overthrew it, killing 
a great number of people. (I do not know whether or 
not there were any graduates among the slain.) This 
was a miracle. Continuing down this historical line 
we find an avowed Prophet of the Lord starting out 
ostensibly to bless the children of Israel, while his real 
purpose was to curse them and receive reward from 
a certain heathen king. He rode, on this occasion, a 
long-eared animal (the name of which I dare not men- 
tion in this polite assembly). As he was about to start 
the animal opened its mouth and rebuked the rebellious 
Prophet. This was certainly a great miracle. But lo, 
there is a greater miracle seen in Yellow Springs, 
Miami township, Greene county, Ohio, to-day, namely, 
a male descendant of that same animal attempting to 
plead law in your Honor's Court." (Great laughter.) 
My motion was sustained by the Court. He was forced 
to amend. We then proceded with the case after the 
jury was sworn. We got through with the witnesses. 
I asked him whether we would submit the case without 
argument, or should we argue the case. He said, "Sub- 
mit it." I said, "Agreed." So the case went to the 
jury without argument. They were out a very short 
time when they reported to the Court that they were 
ready with theii* verdict. We were called in — the jury 
had found in favor of my client. This was a signal vic- 
tory for me. 

He was careful how he handled me for some time. 



84 THE ACHIEVEMENTS AND 

but being very egotistical, he concluded to try his hand 
again. Several rnonths after this, we were engaged 
in another suit, he for the defendant and I for the plain- 
tiff. He kept objecting to my manner of examining 
witnesses, especially cross-examining his witnesses. I 
would let him state his objection, then I would submit 
it to the Court. The Court in every decision of that 
nature in that trial rendered in my favor. When we 
were through with the testimony, I asked him as before 
whether or not we should submit the case without 
argument. He answered, "No." He interrupted me 
several times in my opening argument. I took it all 
calmly, but when it came to my closing argument I 
concluded to put a stop to that kind of work. While 
I was reciting the testimony he pitched into me sharply. 
I stopped and waited till he was through with his re- 
marks. Then I said, "Will the Court bear with me for 
one moment? I wish to teh the gentleman something 
that will save him some wind as well as some time. It 
is this : You have been trying during this trial to insult 
me. I wish you to understand that you cannot do that 
thing. It takes a gentleman to do that." This put a 
stop to his interruptions for that time at least. 

We had thirty-two cases that year, he on one side 
and I on the other. He gained two and I gained thirty, 
as the records will show. Besides these thirty-two 
cases I had quite a good many others with prominent 
attorneys with whom to contend. I always admired a 
foeman worthy of my steel. In all my law practice as 
well as in other debates, I never would begin sarcasm 
or satire on my opponent, but when they began on me 
I always gave as good as they sent. I have narrated 
the above incidents to illustrate my method of handling 
egotists when they put themselves up as a mark for me 



ABILITIES OF THE BLIND. 85 

to shoot at. I consider politeness an essential to good 
character, but there are some persons who cannot al- 
ways be reached by it, then we must resort to their 
own weapons of warfare in order to reach them. That 
is just what I did with Mr. D. in those cases which I 
have recited. I could give many more like cases, but 
will let these suffice for the present. 




CHAPTER XIX. 

In our last chapter I gave an account of my expe- 
rience in law practice. I will now relate another inci- 
dent in which the power of memory was brought into 
requisition. It was in a suit between two citizens of 
the Yellow Springs, one a nurseryman and the other 
a sawmill man. Mr. C, the nurseryman, was mayor 
of the village and a law graduate. Mr. M., the saw- 
millman, was handling all kinds of lumber and was a 
practical business man. These gentlemen had been 
dealing with each other for five or six years, without 
any settlement. Neither one of them had kept an accu- 
rate account of their dealings. So when they attempted 
to settle each one thought the other owed him. They 
finally fell out with each othet, and a law suit was the 
result. Mr. M. claimed that Mr. C. owed him $298.00 
and Mr. C. claimed that Mr. M. owed him $275.00, a 
difference of $573.00. Mr. M. concluded he would sue 
Mr. C. So he went to work and filed his bill with Mr. 
H., J. P., and then came to me to get me to attend to 
his case. I had only four days to prepare myself for 
the fight. In those four days I committed seventeen 
solid pages of law from four different volumes. I 
also committed to memory the plaintiff's bill of particu- 
lars, which was very crudely drawn and filled three 
sheets of legal-cap paper. Mr. C. did not file his bill 
until the day before the trial. When the case was 
called, I demanded a jury. The parties agreed to an 
adjournment until nine o'clock the next day. This 
gave me time to commit his counter-claim, which was 
as lengthy as Mr. M.'s bill. The next morning I was 

(86) 



ABILITIES OF THE BLIND. 87 

ready. There were forty-two witnesses to be exam- 
ined. The trial began on Wednesday and closed on 
Friday evening. There were twenty witnesses for the 
plaintiff and twenty-two for the defense. I committed 
all of the testimony, including questions and answers. 
When the testimony was closed I asked Mr. M. if he 
was willing to submit the case to the jury without argu- 
ment. He answered, "No, I am not." "Well," I said, 
"then here goes." 

My opening argument occupied about one hour, 
then Mr. C. spoke about an hour and a half. My clos- 
ing argument occupied two hours, in which I rehearsed 
the testimony of both sides, quoted law from each page 
which I had committed, giving volume, page, section 
and clause. The case went to the jury about five 
o'clock Friday evening. While the jury were out, a 
gentleman said to me, "What will be the verdict?" I 
answered, "It is hard to tell, but if I knew what they 
would do about that $50.00 which my client claims he 
paid on March 19th, 1876, I could come very near tell- 
ing what it would be." He asked me what I thought. 
I told him if they did not allow that $50.00 we would 
get a verdict for $125.00. 

After two hours' deliberation they returned, ready 
to report, and we were called in. When the Court 
asked if they had arrived at a verdict, the foreman 
answered, "We have," then gave their verdict to the 
Court, and it was read. Before the reading I was 
asked to pay the jury. They found for the plaintiff 
against the defendant, in the sum of $150.00. This 
was a great victory for me. 

After the Court had adjourned, 'Squire Hamilton 
(the Justice before whom the case was tried) said to 
me, "Welch, I would give $1,000.00 if I had such a 



88 THE ACHIEVEMENTS A]Sfi3 

memory as you have. I never knew a man with such 
a memory ; it is certainly wonderful." I thanked him 
for the compliment, and said it was by cultivation that 
I had acquired such mental development. 

It is often remarked by those having sight what a 
wonderful memory the blind possess. They seem to 
think that it is a special gift. This is a great mistake ; 
it is only developed by constant practice, which is essen- 
tial to their success in any avocation in life. What is 
mostly needed to enable the blind to be more successful 
in the great battle of life is for their seeing friends to 
become more thoroughly acquainted with their abilities 
and place more confidence in them as men and women, 
and not regard them as doubtful factors of society. 
Many brilliant minds have been driven into almost total 
obscurity because their ability to do anything of merit 
was continually doubted without being given an oppor- 
tunity to demonstrate what they were able to do. It 
requires a vast amount of geuine pluck for a blind man 
or woman to overcome these obstacles, but it can and 
must be done; and I would say just here to those who 
have the advantage of sight, "You can do much in this 
line by giving your aid in the proper direction, that is 
to say, make yourselves acquainted with their ability in 
their respective avocations, then give to them whatso- 
ever patronage you can, and use your influence in their 
behalf in your vicinity, not through a feeling of mere 
charity but through a feeling of merit, and recognize 
them as worthy of patronage on account of ability and 
true merit. Thus you can render material aid and 
assist them to achieve greater success in life than they 
possibly could without this greatly needed help." 

To bring about this greatly desired end is my chief 
object in putting this book before the reading public. 



ABILITIES OF THE BLIND. Sq 

If by any means I can accomplish this end I shall feel 
that I am amply repaid for all my trouble in preparing 
the work. I am fully aware of the fact that many will 
say that the public will take care of the blind. To 
such I reply, the educated blind will take care of them- 
selves if you will stand aside and permit them to go 
on in their pursuits without trying to hedge up their 
way by stumbling blocks thrown by you in their path- 
way. A feeling of mutual confidence and the mutual 
respect for the abilities and rights of each other is abso- 
lutely essential between the blind and the seeing in 
order to insure the greatest harmony as well as the 
greatest amount of good to be derived by each class. 
By united efforts in the work of life, in the manner 
mentioned, the minds of the seeing will be divested of 
those prejudices which have so long stood as moun- 
tains in the pathway of the blind and also will give the 
public the benefits of their education and labors and 
thus will great good be accomplished to all concerned, 
both blind and seeing. 

I wish right here to correct a mistaken idea which 
is widely prevalent concerning the education of the 
blind. It is commonly thought that the school for the 
blind is purely a benevolent and charitable institution. 
This is not true; the state provides schools for the see- 
ing children, provides for building school-houses, pay- 
ing teachers, provides books, establishes central high 
schools, and in every particular provides for their needs 
in an educational line. Does it do any more for the 
blind? It is true that the blind have their board and 
washing found, but you must consider this, that the 
school for the blind is a central point for all of the 
blind of the state, and the expense of board and wash- 
ing is nothing to compare with the expense of pro- 



Q6 The ACHfEVEMEN'TS ANf3 

viding the means of learning for each blind child in its 
respective locality throughout the state, so you will 
readily see that it is no more a benevolent school than 
the schools for the seeing children of the state. 




CHAPTER XX. 

A successful life is not to be measured by the 
amount of money, or property accumulated by the blind 
or seeing, but by the amount of good accomplished and 
the amount of real happiness produced. We should 
remember that happiness is the greatest treasure which 
we can possess, either in time or eternity, therefore we 
should seek it, not for ourselves only, but for others 
also. He who lives to and for himself alone 'twere 
better he had not lived at all. Every man and woman 
owes a duty to their fellow-beings which no one else 
can pay. There is a saying that the world owes every 
one a living. This is a great mistake. The world 
owes you nothing, but, on the contrary, every one owes 
the world, and your debt is measured by your opportu- 
nities. If you possess ability, and do not use that abil- 
ity, you are not only doing yourself a wrong but you 
are defrauding society. I said that a successful life 
was not measured by the amount of money acquired, 
but by the amount of good accomplished. Money is 
all right as a necessity of life, but not an essential to a 
noble character. The happiest people we find are not 
those who have the greatest amount of money, but 
those who seek to make everybody around them happy, 
therefore wealth is not happiness of itself. I know 
whereof I speak. 

I have had more than fifty years of personal expe- 
rience. I have made money and I have lost money, 
but I can truly say that there is no one who enjoys the 
real happiness of life more fully than I. I have lost 
over $3,000.00, and I never suffered an hour over any 

(91) 



02 THE Achievements and 

financial loss. Nothing but sickness or death ever 
caused me to feel sad or gloomy. To stop and grieve 
over what has past illy fits us for coming duties. Were 
we to have continual sunshine we could not appreciate 
its value, so if we had only prosperity we could not feel 
truly for those who were less highly favored. We 
should all remember (both blind and seeing) that 
there is no degree of excellence attainable without 
labor, either mental or physical. There are those (both 
among the seeing as well as among the blind) who 
are always waiting for something to turn up before 
they can do anything ; but he who turns things up as 
he goes along is the one who makes his mark in the 
line of success in life's fierce battle. 

I wish to speak now to the seeing public just a 
word concerning the abilities of blind men and women. 
What they need to make their abilities known is a 
chance to demonstrate to you what they can do, there- 
fore give them the same opportunities that you would 
freely give tO' your friends who have the advantage of 
sight. Then give them full credit for what they can 
do. Never say to a blind person, "I will let you have 
this job because you are blind." Neither say, after a 
job is done, "That is pretty well done for one who is 
blind." The blind workman, in whatsoever line of 
labor, would rather not have your patronage than to 
receive such a compliment, for he feels as though you 
did not consider his work worth much, but that you 
were willing to give the price merely because he was 
blind. It is worth something to be appreciated, and it 
gives pleasure to know that our abilities are recognized. 
I do not say that every blind person is worthy of patron- 
age, neither is every seeing person. There are frauds 
in both classes, but by their works shall they be known : 



ABILITIES OF THE BLIND. 93 

I am firmly of the opinion that if the pubhc were fully 
aroused to the true state of these several points men- 
tions their prejudices would vanish as the clouds before 
the morning sun. 

Much has been done along this line, and there 
still remains much to be done. Sixty years ago it was 
almost a miracle for a blind child to do anything in the 
way of helping him or herself in any way, either by 
getting about home without help or doing any kind of 
work. Parents were, in a great measure, responsible 
for this. They thought it was cruel to have the poor 
afflicted child do anything, and they would have the 
other children wait on them, and thereby make the 
blind child feel helpless and dependent. And let me 
say just here that this error still exists with some 
parents. It is a great wrong. Every blind child 
should be taught at home to do anything that he or she 
can do. They should also learn to get about by them- 
selves, thus giving them a feeling of independence and 
self-reliance which will be of great value to them when 
they start to school and also in after life. 

Right here let me call attention to some facts that 
are worthy of notice both of the blind and seeing. 
There are to-day in the State of Ohio more than 1,200 
blind children of school age who have never been sent 
to the State School for the Blind.. Some parents think 
it cruel to send a blind child away from home to go to 
school. They do not seem to think what a great wrong 
they are doing the child. They seem to think that they 
will always be with the child to take care of it. This is 
a great mistake. It is the imperative duty of every 
parent to see to it that their blind child is educated and 
properly equipped for a useful life, not only for the 
good of the child but for the good of society. And 



94 THE ACHIEVEMENTS AND 

another point is the need of a primary school for blind 
children from six to thirteen or fourteen years of age. 
And still another point of vast importance is to get the 
school out of politics. These errors can and must be 
overcome before the blind of the state can enjoy the 
full benefits which belong to them. Let me say also 
that the members of our alumni (graduates of our state 
school) can do a great de^l in bringing about the 
desired results by their personal efforts in the proper 
direction. 

We should employ every available means to accom- 
plish the desired results. The public mind should be 
educated on these points, and the proper way to bring 
this about is to agitate the subject and get the people 
to thinking. The 1,200 blind children need educating; 
the state owes them an education just as much as it 
does the same number of children who have the advan- 
tage of sight, and in order to do this there is needed 
another building for that purpose, and, as I have 
already said, it should be strongly impressed on the 
public mind that the school for the blind is no more a 
charitable institution than the school for the seeing 
children of the state. These facts should be kept con- 
tinually before the public mind. This can be done 
most successfully by the blind graduates themselves, 
by interviewing their respective members of the state 
legislature and have them agitate the subject in the 
general assembly. The true method of educating the 
public on any important question is by constant agita- 
tion. Let every reader of this work, whether blind or 
seeing, awaken to the great interest of the blind and 
resolve to do all they can to bring about the much- 
needed good. 



CHAPTER XXI. 

Continuing the subject of tlie last chapter still 
further, in regard to taking the school for the blind out 
of politics, it can and should be done. There are 
various reasons why this should be done. Without 
going into a detailed discussion of this subject just 
now, I will say that one great reason is this : As long 
as the school is used as a political machine its offices 
will be filled with those who care more for their polit- 
ical friends than they do for the education of the blind. 
And again, the fluctuating changes bring with them 
new teachers and new officers who know but little, if 
anything, about the educating of the blind, and it 
requires time for them to become acquainted with the 
methods needed and the schools must suffer loss of 
time, with other disadvantages incident to such 
changes. As I have already said, the school should be 
taken out of politics and provided with first-class teach- 
ers in every department. The superintendent should 
be a thoroughly educated man, with a life-time certifi- 
cate and a character to correspond — an up-to-date man 
in every particular. The teachers in the several depart- 
ments should be equally qualified for their respective 
positions. Then the school would move on in the way 
of progress without interruption. There is one way in 
which this can be done, viz., by having a non-partisan 
board, composed of six members, all of whom should 
have sufficient education for teachers. At least two or 
three of this number should be graduates of the State 
School for the Blind. Then the interests of the school 
would be looked after with the greatest care and 
earnestness. 

(95) ' - 



96 THE ACHIEVEMENTS AND 

I Spoke in the last chapter about a primary school 
for the blind. There are only about one-fifth of the blind 
children in the state who are in attendance at school, and 
the school is full to its utmost capacity, therefore an- 
other building is needed to make room for all blind 
children in the state. When a town or city has more 
scholars than their school-house will accommodate, they 
go to work and build, and thus provide for the educa- 
tion of the whole number of children within their lim- 
its. Are not the blind children entitled to just as much 
consideration? We think they certainly are. Then 
why not agitate this subject until we have accomplished 
the desired end? We should not neglect the life-time 
interests of the blind who are yet to be educated. (I 
have been speaking especially to the members of our 
alumni.) I submit this matter to the careful considera- 
tion of all candid, deep-thinking people, whether blind 
or seeing. 

There is another point which deserves at least a 
passing notice. That is, compelling parents to send 
their blind children to school. Until the state provides 
ample school room for their education, they should be 
sent to school with their seeing brothers and sisters. 
In this way they could gain a knowledge of spelling, 
geography, grammar and the elementary principles of 
arithmetic, which would be greatly to their advantage 
when they enter the school for the blind. I will prob- 
ably not refer to these particular points again in this 
work, as I wish chiefly to bring the achievements and 
abilities of the blind before the public, and urge their 
claims on society for recognition, on account of true 
merit and not through pity. When this is done then 
both blind and seeing will be vastly benefited. Then 
will the pathway of life be more pleasant as well as 



ABILITIES OF THE BLIND. 97 

more useful for the blind, because they will feel that 
they are recognized as worthy as well as useful mem- 
bers of society. 

I wish now to speak to the members of our alumni 
association in particular. Much good has been accom- 
plished within the past thirty-one years through our 
untiring efforts, but there remains much more work 
to be done, and it must to a great extent be done by 
the blind, or not be done at all. We should be keenly 
alive to this fact, and be ready at all times to give our 
aid in every possible way to do whatsoever we can in 
the advancement of the interests of the blind so as to 
make them valuable members of society and worthy 
citizens, capable of filling positions of honor and trust. 
In order to do this we should look diligently after the 
best interests of the school. We can do a great amount 
of good by submitting our views to the newspapers, and 
thus bring into public discussion those questions which 
need public ventilation. We have solved several diffi- 
cult problems, and there are still some to be solved by 
us or our successors. Let us be alive to duty, and 
shake ofif the spirit of timidity and fear and go boldly 
into the fight, determined to win or die in the attempt. 
True excellence of character, nobleness of purpose, with 
a firm will, energized by an untiring perseverance, are 
valuable weapons in this warfare. 

Here I will leave these matters for your considera- 
tion and acceptance or rejection. I do not wish to be 
understood as dictating for any one, but I wish to stir 
every one up to think and act for themselves. Remem- 
ber, you have a right to your opinion, and also a right 
to express that opinion, verbally or through the public 
press. Do not be afraid to speak your honest convic- 
tions to any one, let him be teacher or legislator or gov- 



98. THE ACHIEVEMENTS AND 

ernor. I will say just here, had the proceedings of our 
several alumni meetings been published to the public 
at large, my candid opinion is that a greater amount of 
good might have been accomplished. Trusting my 
remarks will be appreciated for their worth only, I will 
close on this subject for the present at least, and in the 
next chapter take up where I left off in Chapter XIX. 



CHAPTER XXII. 

I continued teaching and the practice of law in 
and around the Yellow Springs until April, 1883. 
In 1879 the Unitarian denomination of the United 
States were preparing a new hymnal for publication. 
Elder Choan and Prof. Weston were the committee 
on music. They came to me and asked if they could 
procure my services. I asked them what they wanted 
me to do. They replied, "We want you to arrange the 
music for our new hymnal; we want it arranged with 
all four parts throughout." I told them they could 
have my services if they would pay the price. They 
asked'what that would be. I answered, "$5.00 per day." 
After a short consultation they said, "We will give it; 
when can you begin?" I answered, "This is Wednes- 
day. I can be ready by next Monday morning." They 
said, "All right; come up to Elder Choan's Monday 
morning, we want you to arrange all of the music for 
the new hymnal." I was to do the work at Elder 
Choan's house, he to furnish my dinner each day until 
the work was completed. I went to work according 
to agreement and completed the work in about two 
weeks. It was sent to Boston, Mass., for inspection 
and correction. It came back without a single correc- 
tion. By their request I composed a tune and 
arranged it with four parts and also a duet. The name 
of the tune is Yellow Springs, composed by Prof. 
J. W. Welch for the Christian Hymnal, 1880. I also 
led the choir and played the organ for the Christian 
Church for a year, for which they paid me well. 

I have related this transaction merely to demon- 

(99) 



lOO THE ACHIEVEMENTS AND 

strate what can be done by the bHnd. This is the 
only way in which we can prove to the public our 
abilities. When we have done that, we have gained 
a point in our favor. And this we should do when- 
ever an opportunity presents itself. During my stay 
in Yellow Springs I sold quite a number of organs 
and pianos in connection with my teaching. We had, 
while living there, a very pleasant as well as a pros- 
perous time. 

Just here permit me to correct a mistake which 
I made a few lines above. In referring back, I find 
that I was about four weeks and four days, instead 
of two weeks, in arranging and harmonizing the music 
for the Christian Hymnal. I will say right here that 
blind persons can be successful as authors of music 
and of poetry as well as of other literature. We have 
a number of blind authors and might have many more 
were it not that the lack of self-confidence prevents 
many from doing what they are fully competent to 
do along this line, (remember, self-confidence and self- 
conceit are two different qualities altogether). Miss 
Fannie Crosby is well known throughout the world 
for her poetical and religious talent. She certainly 
deserves great credit. She is worthy of all the praise 
she has received. But let me say we have lady mem- 
bers of our alumni association who are just as talented 
and brilliant as she. We also have men whose genius 
and talent are unexcelled by their seeing friends. All 
that is needed is to give them the publicity that has 
been given Miss Fannie Crosby and others whom I 
might mention, and they will shine with as much bril- 
liance. Not only would they shine with as great bril- 
liance but they would be (as some of them already 
are) powerful factors in society. 



ABILITIES OF THE BLIND. lOI 

In the fall and winter of 1880 and 1881 my daugh- 
ter Viola and I traveled through the adjoining coun- 
ties, giving entertainments differing somewhat from 
those given by us prior to this time. I had a horse 
which Prof. Large wanted. He came to me and said, 
"I would like to trade you my art optician for that 
Bill horse." I asked of what the apparatus consisted. 
He said, "I have as good a panorama as ever was 
shown ; my screen is nine feet high by eleven feet 
long. I have 399 views which are first-class. Now 
how will you trade?" I answered, "I cannot say 
until my wife and daughter have seen the concern set 
up and see how it works." He replied, "Come over 
to my house to-morrow evening and I will give you a 
complete show of the concern as you call it." We 
accordingly went over the next evening and enjoyed 
the exhibition of the professor's skill as well as of the 
panorama scenes. The following day he came to me 
and said, ''What did your folks think of the concern ?" 
I replied, "They seemed to think it was very nice." 
He then asked me how I would trade. I asked him 
how much his panorama was worth. He replied, 
"Three hundred dollars." I told him I would not 
give three hundred dollars for the best panorama ever 
made. He asked, "Why?" I told him because I did 
not need it that badly. He said, "How much difference 
will you give between the panorama for your horse?" 
I replied, "All I can get." He said, "What difference 
will you give between the panorama and the horse?" 
I replied, "Not a dollar." He replied, "I think you 
might give me one hundred dollars difference." I 
told him there was no harm in him thinking that, but 
that did not make it compulsory on my part to give it. 
He then asked me asrain what I would do. I said to 



102 THE ACHIEVEMENTS AND 

him, "Professor, if you want the horse even for the 
panorama, bring it over and take the horse home with 
you." He said, "I will do that if you will let me pick 
out one hundred views." I said, "No, I will not do 
that; if you want any of the views you had better 
keep all of them." He said, "You are the hardest 
man to trade with that I ever saw." I told him that 
might be, but I could do no better than to give the 
horse for the panorama and all views belonging 
thereto. He replied, "I will study over the matter." 
I told him he might study as long as he wished, but 
my proposition was done as soon as he left. He said, 
"Won't you let me have a day or two to study on 
the trade?" I answered, "I have told you the terms, 
if you do not want to trade that way it is all off." He 
replied, "Well, I reckon if I want to trade I had bet- 
ter bring the whole shooting-match over immediately." 
I said, "Do as you please, but I want you to under- 
stand one thing, that is, if you are dissatisfied with 
your trade, you must not blame me." He remarked, 
"All right, I will take you up on your proposition." 
We traded and both parties were satisfied with their 
bargain. We both did well, he with the horse and I 
with the optician. My daughter and I used it in our 
entertainments for about six months. It gave gen- 
eral satisfaction -to the peopfe and that satisfied me. 
In the summer of 1881 I sold the panorama to 
David Trotter from Illinois. He was traveling, selling 
territory for a patent churn dash. He hired me to 
go with him. I was to have half of the sum. I was 
with him about two months. We sold about 
$1,000.00 worth, the most of which we took in notes. 
We took one horse worth $175.00. He got the notes 
cashed, sold the horse and said to me, "I must go to 



ABILITIES OF THE BLIND. IO3 

Blanchester in the morning to see a man who wants 
to trade for the State of Pennsylvania." He went 
and I never heard from him from that day to this. 
I did the most of the selHng and he got all of the 
money. He was a very thick-tongued, smooth talker. 
My wife said to me, "You will have to watch that 
fellow or he will play you a trick." I was about forty 
miles from home when he left me. This was in 
November, 1881. I sent for my daughter Viola to 
come to me. She came and we gave concerts for 
nearly three months, then we returned home, and I 
resumed teaching again, somewhat wiser in some 
respects, at least, than when I started out with Trotter. 
I relate this transaction merely to demonstrate the fact 
that when a man offers to make you rich in a hurry 
and he be at all the expense, that fellow is a rascal 
and needs watching. I continued teaching around 
Yellow Springs until the fall of 1882, when we were 
engaged to give concerts at Lawrenceburg and two 
at Northampton, for the benefit of the German 
Reformed churches at those points. I had closed up 
teaching for the winter, expecting to travel. 

While we were in Clarke county giving the con- 
certs mentioned, I was persuaded to take a class of 
forty-eight scholars in music for that winter. I 
went home with my wife and daughter, who had 
assisted in giving concerts. I made arrangements to 
go at once to my work. I began teaching on my new 
work in November, 1882, but did not move from the 
Yellow Springs until the next April. I would drive 
home once about every two weeks. After I had been 
teaching there about one month I was requested to 
come to Springfield every Saturday and give lessons 
on the piano to six scholars. This I did, which gave 



I04 THE ACHIEVEMENTS AND 

me fifty-four scholars for that winter. Everything 
went on nicely until the 26th of January, 1883, when 
I fell on the ice as I was going out to the stable to 
attend to my horse after my day's work was done. 
I broke my right arm and dislocated my ankle, which 
put me past going for six weeks, but my scholars 
came to me at my boarding place and I gave from 
eight to ten lessons per day for those six weeks. I 
moved near Northampton in April, 1883, and contin- 
ued teaching in that vicinity for nearly two years with 
grand success. During this time I sold quite a number 
of organs and violins to my scholars. I sold for John 
Hamilton of Springfield at a good per cent., which 
paid me well. I also dealt in buying and selling 
horses the last year that I lived there. I also taught 
a singing class at McKendra Chapel during the spring, 
summer, and fall of 1883. I did considerable law 
practice during my sojourn in Clarke county. Taking 
all of these things together I was kept pretty busy. 
I continued in Clarke county until January, 1886. 
Our alumni association met in June, 1885, when I 
was appointed on the committee of three to see after 
the establishment of a working home for the blind. 



CHAPTER XXIII. 

Our first move was to form an incorporation. 
This we did by securing the names of thirteen persons 
as incorporators. We met on the 4th of July in 
'S. S. Rickley's bank, Columbus, Ohio. We organ- 
ized by electing a board of trustees. Said board were 
G. W. Hoadley, S. S. Rickley, F. C. Sessions, Gen. 
John Beatty, D. K. Watson, O. C. Brown, and myself. 
We then proceeded to further organize by electing the 
following officers : Governor G. W. Hoadley, Presi- 
dent ; S. S. Rickley, Vice-President ; Gen. John Beatty, 
Treasurer, and D. K. Watson, Secretary. Then the 
board appointed O. C. Brown Superintendent and 
J. W. Welch Assistant, with authority to proceed to 
see after the establishment of the much desired Work- 
ing Home- for the Blind. Mr. O. C. Brown (blind 
man living in Columbus), then traveled through dif- 
ferent parts of the state lecturing on the subject of 
the home. In the meantime I closed up my teaching 
and other business affairs, preparatory to going to 
work in earnest in the interest of the said home. 
Among other places, O. C. Brown visited Iberia, Mor- 
row county. He wrote me to meet him at that place 
August 31st, A. D. 1885. This I did. We found a 
very large audience there in the chapel of the O. C. C, 
which was located there. I gave them some music and 
Mr. Brown then gave them quite a talk on the home 
question, after which I was called on to speak on the 
subject. This I did in a way which seemed to inter- 
est as well as please the audience. We remained there 
over night. Before leaving the next morning I was 

(105) 



I06 THE ACHIEVEMENTS AND 

requested to come back again and give a musical enter- 
tainment, which I agreed to do. While we were here 
there was some talk of having the home located at this 
place. About the ist of October, 1885, I wrote to 
Dr. Robb, President of the O. C. C, and told him if 
it was desired I would come up and give them a con- 
cert and talk over the matter concerning their want-- 
ing to donate the five acres of ground and the build- 
ings thereon for the location of the working home. 
I received an answer requesting me to come. There- 
upon I sent bills for them to advertise a concert for 
October 23rd. My wife and daughter Minnie, Mr. 
Charles Hoover, and myself went at the stated time 
and found a very large audience waiting for us. This 
was on Friday night. The people wanted us to give 
another concert the following evening. We gave 
another one on Saturday evening, having a very large, 
attentive audience both nights. I explained the nature 
of the contemplated home, then the board of managers 
of the O. C. C. proposed to donate the college build- 
ings, library, piano, and all the belongings, ground 
and all, to the home. We were requested to stay and 
give several more concerts at different points in the 
county, which, after some consultation, we concluded 
to do. Mr. Hoover, my daughter Minnie and I 
remained, but it was necessary for my wife to return 
home to take charge of affairs there. She went home 
on Monday. I accompanied her as far as Columbus, 
where I met our board and reported the proposed 
donation. We talked the matter over and concluded 
that it was a good thing, and I was authorized to so 
report to the college board, which I accordingly did. 
We continued giving concerts through the county 
and agitating the subject of the home. The proposi- 



ABILITIES OF THE BLIND. IO7 

tion of donation was finally accepted by our board 
and the establishment of the working home at Iberia 
decided on. 

I will not enter into the minutiae of the proceed- 
ings concerning the establishment of the home; time 
and space will not permit. Suffice it to say, however, 
that we concluded that it would be better as a state 
institution, so we submitted the proposition to the leg- 
islature. J. Dwight Palmer, a blind gentleman, a 
member of the House from Cleveland, introduced a 
bill for the establishment of a Working Home for 
the blind. He championed the bill. I did about three 
months' lobbying. The bill finally passed after many 
changes had been made. It became a law May nth, 
1886. When the bill was introduced. Governor For- 
aker sent me a telegram requesting me to come to 
Columbus on January 26th, 1886, to address the two 
houses on the nature of the Working Home and the 
need of such a home. I went and was introduced to 
the two houses convened together by Governor For- 
aker. I proceeded to explain the nature and need of 
such a home. I had written to every county infirm- 
ary in the state and also to every city infirmary and 
had received a list of all blind persons within said 
infirmaries, which list showed that there were at that 
time over 400 blind persons in infirmaries that were 
able and willing to work, but had not the means to 
buy machinery and working material. I also stated 
that if the state educated them only to become inmates 
of infirmaries, it were better that they were not edu- 
cated at all. Then they would not feel the humilia- 
tion so keenly. We only asked for an appropriation 
of $1,000.00. This was to make such changes as 
were needed in the buildings to fit them for working 



I08 THE ACHIEVEMENTS AND 

shop and bedrooms, etc. This was granted and the 
buildings were put in shape. As I have already stated, 
the bill became a law May nth, 1886. The needed 
changes were made that summer and the machinery 
purchased, then everything stood still until the next 
spring. There was as yet no superintendent appointed. 
In March, 1887, the Board of Trustees appointed J. C. 
Tressel, of Cleveland, superintendent. The law pro- 
vided that the superintendent should be a man versed 
in the different trades followed by the blind. This 
man knew nothing about the blind or their trades. 
The home opened on June 20th, 1887, with twenty 
workmen, of whom I was one. Brooms were the only 
articles manufactured. I worked in the shop until 
September of that year, then I was appointed agent 
for the home, to travel and sell brooms by sample. 
This I did for about six months. I received twenty- 
five cents per dozen as my commission, I to pay my 
own expenses. The $1,000.00 had been exhausted 
by the ist of October, 1887, and the legislature would 
not convene until January. The receipts from my 
sales kept the institution going until the legislature 
made their next appropriation of $2,500.00. Thus it 
moved along notwithstanding the many disadvan- 
tages with which it had to contend. The workmen 
received pay for their work and paid for their food. 
We may have something more to say on this line 
hereafter, but for the present we will pass on. We 
shall give more particulars in the next chapter. 



CHAPTER XXIV. 

We will merely give a sketch of the home without 
entering into the details of its management. In doing 
this it is our object to show what such a home would 
be for the blind under proper management. Those 
who tied brooms received twenty cents per dozen, and 
those who sewed one-half cent per seam. So in four- 
seamed brooms they would receive twenty-four cents 
per dozen. Each paid two dollars and fifty cents per 
week for board. This gave the slowest workman a 
small profit after paying his board. This made them 
feel as if they were independent men and citizens. The 
superintendent and hired help were all paid out of the 
public fund, while the provisions and the workmen 
were paid from the proceeds of the shop. While Tressel 
was superintendent there were almost as many seeing 
hands as there were blind workmen. The seeing hands 
were paid from one dollar and a half to two dollars 
per day, while he would not permit a blind man to make 
more than one dollar per day. Thus matters moved 
along until in 1890, when he was superseded by Mr. 
Burkley. Then there were some changes for the better. 
The interests of the workmen were looked after more 
than they ever had been. The number of workmen 
also increased and business moved along with more 
general satisfaction. I will say just here, that the 
room for accommodation was very much limited. If 
the room had been sufficient there would have been a 
great many more workmen employed than what were. 
The workshop was enlarged and a barn built, but the 
sleeping department was neglected, therefore it was im- 

(109) 



no THE ACHIEVEMENTS AND 

possible to accommodate more than thirty or thirty-five 
at most, whereas if there had been sufficient room there 
could have been at least three or four hundred work- 
men employed. The interests of the blind workmen 
were looked after with more care after the appoint- 
ment of Walter L. Campbell, a blind man of Youngs- 
town, on the Board of Trustees in 1887. He served un- 
til 1890, when George Deweese was appointed. He was 
also a blind man, living in Cleveland. He served until 
the home was abandoned in 1896. Mr. Burkley was 
superseded by H. G. Palmer in 1892. The home flour- 
ished under the management of him and his most ex- 
cellent wife. Mr. Palmer and his wife took particular 
interest in the welfare of the blind and they were 
highly appreciated by the inmates of the home. Thus 
things moved along harmoniously until October, 1894, 
when through carelessness of some of the seeing em- 
ployees, a fire broke out and destroyed the workshop 
and the sleeping department, together with all of the 
machinery and all of the clothing and other belongings 
of the blind workmen. There was at that time a suf- 
ficient amount of money on hand from the sale of 
brooms to rebuild, but there was need of new ma- 
chinery. 

The legislature was asked to appropriate a sum 
sufficient for this purpose. Two men were sent to Co- 
lumbus to interview the legislative committees on this 
subject, but there was no action taken until the last day 
of that session, when the legislature (be it said to their 
shame) abandoned the home and donated the property 
to the special school district of Iberia. Thus the inter- 
ests of the blind were ignored and the property which 
had been given for their benefit turned over to the 
school for the seeing. This was simply an outrage 



ABILITIES OF THE BLIND. Ill 

without parallel in the history of the state of Ohio 
since its existence. If the state would dowhat it should 
do, it would at least give for the establishment of an- 
other home the worth of the property which was do- 
nated for their use. This was valued at $15,000.00. 

The object in relating the history of the Working 
Home for the Blind is simply this, to demonstrate the 
fact that the blind are able to support themselves when 
they have a chance to do so. The great objec- 
tion raised against the establishment of such a home 
was, it will be a burden upon the taxpayers of the state. 
My argument to offset that was, and is. What indus- 
trial or educational institutions have we which are not 
kept up by taxes? Our roads, court houses, school 
houses, and all of our public buildings, whether state 
or county, our state and county officers, in fact every- 
thing that pertains to our state government is kept up 
by the taxpayers. I wish to eradicate from the public 
mind forever the false idea that the blind are and 
should be considered objects of charity. They are, and 
should be considered worthy men and women, capable 
of filling their respective places in society with credit 
to themselves and to those with whom they are asso- 
ciated. The fact that one or two men can carry on 
broommaking or any other business and make it a 
success is sufficient evidence that a larger number could 
do much better, for the following reasons : The work- 
ing materials could be purchased at wholesale prices, 
and the expense of getting the articles to market would 
be no more than it would be for one or two workmen. 
Again, the provisions for boarding a large number 
could be purchased at a greatly reduced price. The 
Working Home, had it been continued, would not only 
have been self-sustaining, but it would have been able, 



112 THE Achievements AND 

after a short time, to establish another home for those 
who had become old and infirm and not able to work, 
thus lessening somewhat the great burden of the tax- 
payers. Were these questions rightly looked into and 
properly investigated, there would no longer be any 
doubt on these points, neither would there be any diffi- 
culty in having such a home established. 

As I have already said, the abandonment of the 
Working Home at Iberia was an outrage. It not only 
deprived the inmates of their means of livelihood, but 
it took from the blind of the state that which was given 
them for their benefit in creating for them a home 
wherein they might gain their own living, independent 
of their friends or taxpayers. It was a mistake in locat- 
ing the home at Iberia or any other out-of-the-way 
place. But this could have been corrected had not the 
legislature abandoned the home and donated the prop- 
erty to other parties. I hold that in justice to the blind 
the state should give to them for the purpose of a 
home the value at least of the property so donated. 
Then there could be a home started on a different plan 
and made a success. This matter should be looked 
after by the blind, for their own interests are at stake. 

We have probably said enough on this matter for 
the present, and we trust that this matter will be looked 
after by those who are interested in their own welfare 
as well as that of the blind in general. The achieve- 
ments of the blind in the different walks of life depend 
largely upon the diligent and proper use of their sev- 
eral abilities. We see where perseverance and energy 
have been diligently used, success has been the result. 
As I have already remarked, there is no excellence at- 
tainable without labor, either physical or mental. Let 
us by every possible means educate the public mind 



ABILITIES OF THE BLIND. II3 

not only to comprehend, but fully appreciate the abili- 
ties of the blind and thus enable them to accomplish 
the greatest amount of good to society and to them- 
selves, thus making their lives not only pleasant to 
themselves, but also a blessing to all with whom they 
are associated. 







CHAPTER XXV. 

In this chapter we will refer to some of the work 
accomplished by graduates of the Ohio State School for 
the Blind. 

Samuel Bacon graduated in 1847. He went to 
Illinois in 1849, and founded a school for the blind in 
that state. He was appointed superintendent. He 
served several years in that capacity. From there he 
went to Iowa and founded the Iowa Institute for the 
Blind. He also served as superintendent there for a 
number of years. From there he went to Nebraska 
and founded a like institution, where he was superin- 
tendent for ten years. Since he resigned his position in 
the last-mentioned school he has been engaged in farm- 
ing and mining pursuits with success. He is now past 
eighty-four years of age, still living in body and mind. 

John Churchman graduated in 1845. I^i 1848 he 
founded the Indiana Institution for the Blind and was 
superintendent for a number of years. 

Mr. Sterling Neuel graduated about the same time. 
He was appointed professor of music in the Indiana 
School for the Blind. This position he filled for about 
twenty years with credit to himself and benefit to the 
school. 

Joseph Axtel graduated in 1849. Some years after 
he went to Wisconsin and founded an institution in 
that state and was superintendent until his death, which 
was several years after. 

John McClerry graduated in 1849. He went a 
few years after to Bluffton, Ind. Here he was elected 
school director; then he was appointed county school 

(114) 




Dr. Samuel Bacon, 

Entered school, 1840. Graduated 1847. Was Founder of 

Three Institutions for the BHnd, viz., Illinois, Iowa, 

and Nebraska, serving a term of years as 

Superintendent of each. _, ; ' 



ABILITIES OF THE BLIND. IIS 

examiner, then county superintendent, and after having 
served in all these positions with general satisfaction he 
was chosen superintendent of the Bluffton high school, 
where he served for more than five years. 

John Burkett graduated in 1848, afterwards at- 
tended the Indiana institution for two or three years. 
After leaving that school he became a minister in the 
Christian church. He became an able minister of the 
Gospel. 

Eli Hoover, who graduated in 185 1, has made a 
success of both broommaking and carpet-weaving. I 
presume he has made as many brooms as any one blind 
man in the state, and also woven more yards of carpet. 
He is not only a scholar, but a workman as well. 

About the time above mentioned the following 
persons graduated and started out in life : William 
Mclntire, Lyman Jones, Joel Jackson, Jackson Parker, 
Horace D. Collins, Washington Thornton, Thomas H. 
Hopkins, Morrison Heady, Joannah Donoven, Mary A. 
Tipton, Jennie Ingersol and many others. All of these 
have made a success of life. 

Later on we find the following persons starting 
from the school-room out into the busy world : Henry 
Campbell, John M. Bigger, John Syler, Warren Con- 
nett, Walter L. Campbell, Charles E. Hoover, George 
Gore, " Wesley Milbourn, H. N. Couden, Wendel 
Schield, James McCombs, A. L. Bohrer, J. Frank 
Lumb, Maggie A. Nation, Lucy Ross, Mary E. Wain- 
wright and Flora Kilzer, and many others whose names 
we might mention would time and space permit, but 
suffice it to say that almost all of those mentioned have 
met with success. Many have occupied high and hon- 
orable positions in their respective avocations, some as 
teachers, some as ministers, others as merchants. 



Il6 THE ACHIEVEMENTS AND 

H. N. Couden is a noted minister and has been 
chaplain of the lower house of Congress for several 
years. Wesley Milbourn (who is now dead) was at one 
time chaplain of the lower house of the Ohio legisla- 
ture. Walter L. Campbell was United States commis- 
sioner in the territory of Wyoming, and afterwards 
was an editor of note in Youngstown and was mayor 
of that city from 1874 to 1876. 

We are proud to say that many of those we have 
named, as well as others not here mentioned, have done 
nobly in their respective lines of work, and have been a 
credit to the school which gave them their start in life. 

Among those last mentioned, A. L. Bohrer was the 
first to introduce piano tuning as a trade or occupation 
for the blind. He was the teacher in that department 
for ten or fifteen years, then was succeeded by E. Rob- 
erts, who fills that position at the present time. 

J. Frank Lumb has been second teacher for about 
twenty-seven years, 

James McCombs has been professor of music for 
nearly twenty years. 

Among the later graduates we find E. Roberts, 
James Foster, William Dalgarn, John Bitzer, Charles 
Estine. These last five named have positions in the 
State School for the Blind. 

George DeWeese (now dead) was a successful life 
insurance agent and a fine musician. F. A. Bartholo- 
mew is a successful insurance agent and a piano tuner. 
H. Cross, E. D. Hosier, G. Wollensnyder and many 
others whom I might name are thriving broommakers. 

There are also many lady graduates who are and 
have been filling worthy positions as teachers In schools, 
and music teachers, and some have made a success as 
housekeepers. 



ABILITIES OF THE BLIND. II7 

Mr. Samuel Farmer and some others have suc- 
ceeded as merchants. 

We will give further on the literary productions of 
many that we have already named, as well as of a large 
number whose names have not been mentioned, but will 
appear with their respective production. We have 
devoted this chapter chiefly to the achievements as well 
as the abilities of those mentioned. There are many 
others whose abilities will be appreciated when the 
sketches which they have written are read. Many 
papers, addresses, and essays, written for our Alumni 
Association will appear in this work, with the writer's 
signature. 

Thus we purpose to let the public know something 
of the nature of the work being done by and through 
our Alumni. It is one prime object of our Association 
to look after the interests of the blind, both in school 
and out of school. That is to say, we seek to do all we 
can to promote the best interests of the school, so as 
to give the students the best possible education and 
preparation to go out into the world well equipped for 
the warfare which awaits them, and also to encourage 
those who have started in the battle of life. We have 
already accomplished a great deal in these lines and 
hope to accomplish still more in the near future. 

When we look back forty-five years (that was 
when our first reunion was held) we can see what has 
been done by and through our combined eflforts, both 
in our Association and by the imceasing and untiring 
labors of our members in their respective fields of la- 
bor. The progress has been wonderful, but there is 
yet a great deal to be done. 

There are several subjects along this line which 
I would like to bring up to be publicly discussed, both 



Il8 THE ACHIEVEMENTS AND 

for the benefit of the Wind and the seeing. For I do 
feel as though I would like to do all within my power to 
advance the interests of the blind in preparing the pub- 
lic to look upon them as men and women worthy of 
public patronage on account of genuine rnerit, thus 
breaking down the wall which has already stood in 
their way to success. It may be that I will devote a 
special chapter to this subject later on. 

Before concluding this chapter, permit me to say 
that there are many worthy blind men and women who 
have done and are doing nobly in their labors, whose 
names I have not mentioned, but they were not omitted 
through any feeling of partiality, but simply because 
time and space would not permit, therefore I hope I 
will not be unjustly criticized on this score. 



CHAPTER XXVI. 

This chapter will be devoted to miscellaneous mat- 
ters pertaining to the blind and their proper education, 
and the causes of failure with some who start out in 
life with bright hopes and lofty aspirations. We have 
in a previous chapter spoken at some length on the edu- 
cation of the blind. A person with eyesight can pro- 
cure a moderate education and start out to take part in 
the battle of life, and if he or she finds that there is 
some particular qualification essential to their success 
they can take that requisite up at their leisure and go 
right along with their business. Not so with one who 
is deprived of sight. He or she must equip themselves 
properly before making the start or be subjected to 
severe criticism and loss of time to make the necessary 
preparation, or else must suffer the dreaded humiliation 
of signal failure. 

In order to obviate these results it is best to as 
thoroughly as possible qualify the blind while in school 
to successfully meet the difficulties which are most 
likely to demand his or her greatest energies. The first 
requisite is an ambition to do something of note and 
merit. This, coupled with a fixed determination not to 
be discouraged by any obstacle which may present itself 
in the way of success, will win, provided always that 
the vocation chosen is within the scope of the abihty 
of him or her making the undertaking. The prime 
cause of two-thirds of the failures of blind persons is 
a lack of ambition or of self-confidence. The manner 
of their education is responsible, in a great measure, 
for these deficiencies. Those having charge of the 

(119) 



120 THE Achievements and 

schools for the bhnd are, as a rule, persons unac- 
quainted with the essential necessities of success in 
their education, therefore are unable to inculcate into 
their minds those elements which they so much need. 
For this reason alone, if for no other, the school for the 
blind (in this state and in every other state) should be 
taken out of politics. Then, to procure the very high- 
est and best results, there should be at least one or two 
competent blind persons on the board of trustees^ I 
will say just here that the blind could do a far greater 
amount of good toward properly educating and prepar- 
ing the blind students for what awaits them, in the 
capacity of trustees, than they possibly could as teach- 
ers of the blind. There are various reasons for this 
statement. 

I would not in the least discount the abilities of 
any blind teacher. But I do take the position that the 
blind do most positively need teachers who can see, 
for there is no blind person who possesses a memory 
(no matter how great that memory is) sufficient to 
retain all of the lessons which are necessary for the 
requirements of his scholars. Therefore, they must 
suffer loss of time as well as of that thorough knowl- 
edge which they so much need. The present method 
of appointing trustees, superintendents and teachers, 
for these schools for the blind in most of the states is 
simply abominable. It is an outrage, practiced at the 
expense of the blind. Our state school for the blind, 
as well as those in other states, are spoken of as the 
machinery, a cheap method of paying petty politicians 
for good services rendered. One makes a few 
speeches, another writes a few articles for the news- 
papers in favor of his pet candidate, others are related 
in some way to those who were elected. Thus in divers 



Abilities of the blind. i2t 

ways they get positions as superintendents, officers and 
teachers, whether they possess any other quahfications 
or not aside from belonging to the poHtical gang in 
power. They seek the position for what money is in it. 
It is often that they possess nO' other cptahfications, as 
I have already said. This matter should be looked 
after by the taxpayers .and the blind of the state, and 
remedied as soon as possible. It is thought by a great 
many who have sight that, if a blind man or woman 
can make a scant living, that is all that is necessary for 
them, and if they cannot do this they can go to the 
county infirmaries. Those who hold such views are 
most contemptibly ignorant, and not worthy of the 
name of American citizens. It is from this class that 
the blind receive the least patronage and the greatest 
opposition. They possess no merit of themselves and 
therefore can see none in others. But such is life, and 
we must prepare to meet these conditions and over- 
come them if we would make life a success for our- 
selves as well as for others. 

The present system of appointing officers and 
teachers for the school for the blind is an injury to the 
blind, for it deprives them of advantages which, under 
other conditions, they could possess. The officers and 
teachers of the present day are interested in their own 
pecuniary gain, and not in the proper education of the 
blind. They watch the political skies lest a sudden 
political cyclone should strike them, and thus they 
should lose their place. Whereas, if those places were 
filled by those who were thoroughly qualified for such 
positions and had no fear of political changes, the 
progress in the work of education would be marked. 
The scope of education for the blind would be enlarged 
and greater facilities for their advancement would be 



122 THE ACHIEVEMENTS AND 

brought forth, and their chances for success increased 
to a wonderful extent and the scope of their labors 
widened. 

By placing the state school for the blind on a 
purely educational basis, free from political influences, 
with a competent board of trustees and a corps of 
highly qualified officers and teachers, there would be a 
very marked improvement in the progress of the stu- 
dents in many ways. The board should be composed 
of well educated men or women, and, as far as possible, 
these should be selected from the parents of the blind 
children. The parents of seeing children have a voice 
in choosing their respective school boards, why should 
not the parents of blind children have something to say 
in the management of the schools for the blind ? I say 
schools ; I have mentioned in a previous chapter the 
absolute necessity of the erection of other buildings for 
the purpose of educating those who are of school age 
and cannot be sent to school for the lack of room to 
accommodate them. There being at present over 1,500 
blind children in the State of Ohio who should be in 
school, and only accommodations for about one-fifth 
of that number, there certainly should be something 
done at once to give the remaining four-fifths an edu- 
cation. If this subject were brought properly before 
the state legislature, I think that honorable body would 
take action forthwith. In my humble opinion, there 
should be three more buildings erected, viz., one at 
Cincinnati, one at Cleveland, and one at either Dayton 
or Toledo. Then divide the blind children as follows : 
Those from six to ten years of age in one building, 
those from ten to fourteen in another, those from four- 
teen to seventeen in the third, and those from seventeen 
to twenty-one years in the present building, thus giv- 



ABILITIES OP THE BLIND. 123 

Ing the advantages of a graded and high school to the 
blind as well as to the seeing children. All of the 
buildings should be under the supervision of one board, 
but each building should have its own corps of officers 
and teachers. By this method I think the highest and 
greatest benefits would be derived. 

In addition to what has already been said con- 
cerning the education of the blind, I would suggest the 
enactment of compulsory laws for the parents and 
guardians, compelling them to keep blind children (of 
whom they have charge) in school from the time they 
become of school age until they arrive at the age of 
twenty-one years. Under the present system a child 
deprived of sight can go to school when he or she feels 
like going and quit when they please to do so. From 
this cause alone many a blind person is left with a 
meagre education. 

There are some other important points which 
might be considered with profit in regard to the educa- 
tion of the blind of the present time. First, I will men- 
tion the slate and its use. The use of the slate was 
abandoned in the state school years ago. This I con- 
sider was a great mistake, for several reasons. Those 
who never used the slate can not comprehend its value, 
but the older graduates who used it in their early 
school days know what it was worth to them in acquir- 
ing knowledge of Arithmetic. By its use the child 
learns the proper manner of not only stating the 
example, but also the manner of solving. This knowl- 
edge I consider to be very essential, for without it it 
would be utterly impossible for him or her to teach 
others how it was done. Had I not possessed this 
knowledge I would not have been able to teach school 
for the seeing successfully. I also taught all of my 



124 THE ACHIEVEMENTS AND 

children to cypher before they were sent to school. It 
is not only possible but practicable for blind persons to 
become teachers in schools for the seeing, if they pos- 
sess the requisite education. The use of the slate will 
give them knowledge which they cannot obtain in any 
other way. Another mistake which is about to be 
made is the abandonment of the line-print, and adopt- 
ing the point-print exclusively. This should never be 
tolerated by the blind and those who are interested in 
their proper education. The line-print gives the child 
a knowledge of the shape of letters, which the point- 
print does not. Again, the point-print is much harder 
on the nerves than the line-print. There are still other 
reasons for continuing the line-print. Were it aban- 
doned, all of those who never learned to read the point- 
print would thereby be deprived of all newly-published 
books and Sunday-school leaves. This would be a 
great loss to many blind persons. Our government 
appropriated a sum of money for the establishment of 
a printing house for the blind. This house is at Louis- 
ville, Ky. It costs more to print books, as well as other 
periodicals, in line-print than in point-print, hence the 
desire of the managers of the business to abandon the 
line-print and thereby increase their profits, regardless 
of the interest of the blind, for whose benefit the print- 
ing house was established. I believe, as far as I can 
learn, the management is by those having eyesight, 
therefore they do not understand nor care for the con- 
venience or inconvenience of the blind. Whereas, if 
these matters were under the control of those who are 
interested in the proper education of the blind and not 
so much in money making for themselves, the results 
would be far greater in favor of the interests of 
the blind. 



AIULITIES OF THK BLIND. I25 

I have given briefly a synopsis of not only my 
views on these points, but also the views of other 
prominent members of our ahinmi. I ilo not condenni 
the point-print, but hokl that the line-print should be 
taught to all children, after learning to reatl, then those 
who desired to learn point-print could do so. 

There are one or two things yet in regard to the 
school which I wish to mention. 

Firsts in regard to the teaching of spelling. This 
important element of etlucation has been sadly over- 
looked in the school. It is one of the necessities and 
one that cannot be too well understood. 

Secondly, the art of writing with pencil and paper 
I understand has been done away with, and writing in 
point substituted instead. This is all right as far as 
one blind person writing" to another is concerned, but 
if a blind person wishes to write to one who can see it 
does not do so well as the former method, therefore I 
wt)nld be strongly in favor of continuing the art of 
writing with the pencil. 

Third, I would recommeiul the teaching of Ger- 
man instead of the Latin language. 

The reasons for this change are. first, there are but 
few blind persons who would acquire sufiicient knowl- 
edge of the Latin language to become teachers of it, 
while the (ierman language would add to the qualifica- 
tions of the blind in every day business. They could 
procure positions by having a knowledge of German 
where they could not without that knowledge. 

I think it would be advisable to teach the brush 
and basket trades in the work department. 

There are many other items of importance which 
might be mentioned in this connection, but time and 
space will not now permit. Some will doubtless ask 



126 THE ACHIEVEMENTS AND " 

what have these things to do with the achievements and 
abilities of the bhnd. My answer to all such questions 
is, they have a great deal tO' do with the development 
of the faculties which go to making and perfecting the 
abilities. If the plan of which I have spoken concern- 
ing the erection of other buildings were adopted it 
would give great advantages over the present school 
facilities in more than one way. It would furnish 
opportunity for all blind children in the state to obtain 
an education. It would also divide them in classes 
according to age. The children of each respective 
building would be nearly of the same age. It would 
afiford opportunities for those who might desire to take 
up some special branch to do so without interfering 
with the rest of the school. Students could then have 
the advantages which otherwise they would have to 
attend some college to obtain. 

The studies of elocution, stenography, typewriting, 
theology, law, and many others not here mentioned, 
could be introduced to great advantage, and thus enable 
the student to follow that for which inclination, genius 
and tact best qualified him or her. I do not v\^ish to be 
-Understood as speaking disparagingly of what has been 
done in the way of educating the blind. Be that as 
far from me as the east is from the west. On the con- 
trary, I am exceedingly proud of our school and of 
those who have gone forth like men and women to 
fight the battle of life nobly. I can, in my own expe- 
rience, look back fifty years and then glance at the 
present and behold the wonderful strides which have 
been made in the way of advancement in the hewing 
down of public prejudices which stood as monsters in 
the way of success of the blind in life's fierce struggle. 
I behold these changes with pride and admiration. I 



ABILITIES OF THE BLIND. 12/ 

can also in fancy look forward fifty years, and behold 
the grand achievements of the blind in the various 
pathways of life as yet untrodden by blind men and 
women. There has be'en much done, and there still 
remains much to be done. 

Let every facility be given and every advantage 
improved to bring about the grandest and noblest 
results for those who are deprived of sight that the 
world may see and know that, although deprived of 
sight, men and women can and will fill their respective 
places in the business world with credit and honor to 
themselves as well as to the school which gave them 
their start in life and the qualifications to perform their 
part well in its different vocations and callings. 

We are living in a fast age, an age of progress and 
wonderful improvements. Rapid strides are being made 
in all branches of business and in almost every voca- 
tion of life ; let us, therefore, be up-to-date in all quali- 
fications which are requisite for success, that we may 
keep pace with those who have sight, that we may not 
fall in the background but push to the front and demon- 
strate to the world that the education of the blind is 
not a farce but instead is not only a source of joy and 
benefit to themselves but of pleasure and usefulness 
to others. 

I earnestly hope that those who are interested in 
the education of the blind will consider what has been 
said on the subject, and do all within their power to 
promote the advancement of the same in every possible 
manner, and, if I am wrong in any of my ideas, let 
them be corrected. I am in favor of any method or 
means which will facilitate the success of the blind, let 
it be brought about by whomsoever it may. I long for 
the time to come when every blind man and woman of 



128 THE ACHIEVEMENTS AND 

energy, ambition and industry, will be able to take their 
place in the different callings and vocations in the 
business world with honor to themselves, benefit and 
profit to the public, and credit to the school which gave 
them their start. Then, and not until then, will fiddling 
and hand-organ grinding on street corners and other 
public places cease. 

I am aware of the fact that there are those who do 
not possess sufficient education to fill any higher posi- 
tion, but whose fault is it ? I answer. It is partly theirs 
and partly the fault of the state. Theirs, because they 
left school and did not care to finish their education; 
the state's fault, because there is no law compelling the 
blind to attend school longer than they choose to do so. 
These sad mistakes should be speedily remedied, for 
the sake of those who are yet to be educated and fitted 
for active, useful lives. 

I will conclude this chapter, and after introducing 
many members of our alumni and their respective 
papers written on various subjects, together with the 
able discussions, I will write the closing chapter of this 
work and send it on its mission to do what it can in the 
way of hewing down those barriers which have here- 
tofore stood in the way of success and progress of the 
blind. The following papers, which were written and 
read by their respective authors, and their respective 
discussions at our different alumni associations, will be 
of great interest to the reader and will also give some 
idea at least of the abilities of the blind in various 
ways. The depth of thought, the clear expressions of 
the ideas in words full of meaning, and the very mas- 
terly way in which they are arranged will command 
the admiration of the reader as well as show the ability 
of the respective authors. I will also intrgduce some 



ABILITIES OF THE BLIND. I29 

articles written expressly for this work, which will 
also be read with great interest. There are several 
who promised to contribute articles who have not sent 
them in, therefore I cannot give them to the reader. I 
trust that each article will be carefully read and con- 
sidered by every one who may chance to read this 
book. If this is done, I feel assured that if there has 
been any doubt in the mind of the reader concerning 
the abilities of the blind, all such doubts will vanish 
for genuine admiration ; read and reflect is my earnest 
request. 

THE REUNION OF 1860 AND 1874. 

We herewith submit sketches of the above- 
mentioned Alumni Reunions. We doubt not they will 
be valued both for the instruction they contain and 
also for the memory of former times which they will 
suggest to the former pupils of the Institution. We 
submit them with sketches of the report of 1880. Hop- 
ing they will form a chain which shall bind the present 
to the past and unite the pupils of the Ohio Institu- 
tion for the Blind into one band, together doing what 
is noblest and best for themselves and for the world. 

THE REUNION OF 1860. 

The long-contemplated Reunion of the officers and 
pupils of this Institution took place, as expected, on 
the 4th of July, i860. The former officers and pupils, 
the present members of the Institution, and invited 
guests, assembled in the chapel at half past ten A. M. 
After singing by the choir, the exercises were opened 
with prayer by Rev. Dr. Randall. The opening ad- 
dress was expected from Rev. Dr. Hoge^ who was, 
for the first fifteen years, President of the Board of 

9 



130 THE ACHIEVEMENTS AND 

Trustees; as he had not arrived the Superintendent, 
Dr. A, D. Lord, briefly sketched the circumstances 
of the opening of the school with five scholars on the 
4th of July, 1837. Since that time 383 pupils have 
received instruction. 

The former officers and pupils were then ad- 
dressed. "We welcome you to these pleasant and 
ample grounds, secured for the Institution by your 
foresight and liberality; to the shade of these trees 
planted and nurtured by your care; to this building 
erected under your direction; and to this reunion of 
those who have in successive years, for nearly a quarter 
of century, watched over the Institution, and the pupils 
who now come from nearly every part of our own, 
and from several other States, to this building so long 
your cherished home, in which the light of knowledge 
first dawned on your minds, and where those pur- 
poses were formed which have raised so many of you 
to positions of usefulness and respectability. 

It is a most gratifying fact that since Ohio first 
put her hand to the work of educating her Blind, 
she has never for a moment faltered in its prosecu- 
tion; the necessary appropriations for the current ex- 
penses of the Institution have cheerfully been made ; 
and, though this building has long needed enlarge- 
ment, and the accommodations it was intended to pro- 
vide for sixty or seventy, are by far too small for its 
present enrollment of 120 pupils, still, such has been 
the disposition of its inmates, that all, of suitable age 
and character, who have applied for admission, have 
been promptly received and cordially welcomed to such 
accommodations as the Institution afforded. " 



ABILITIES OF THE BLIND. I3I 

ADDRESS. 

BY MR. CHAPIN. 
Read to the Alumni Association, July, 1860. 

Fifteen years ago, at one of the annual comme- 
morations held by the teachers and pupils, it was 
resolved that the survivors would meet again on the 
4th of July i860. The time designated was in the 
distant future, when the children of that day would 
be grown men and women, officers and teachers would 
show signs of advancing years, and in the probable 
course of events, few would be found living and 
acting within these walls, even of those who should 
survive. That number was indeed reduced to three. 
This is an occasion full of interest, and of joy- 
ous associations, and calls for an expression of gra- 
titude to Almighty God for His goodness in sparing 
the lives of so many now present, when the scenes, the 
hopes, the trials, and the triumphs of so many years, 
seem to be concentrated into a single moment. It 
has been a happy thought of the pupils in the former 
commemorations, that they" were celebrating their own 
independence in a peculiar sense : the founding of 
this institution on the Fourth of July, 1837, was to 
them the dawn of that light, which was to emancipate 
them from a worse than physical blindness, the deeper 
darkness of ignorance and dependency. 

Allusion was then made to the great practical 
idea, on which benevolent and just policy of Ohio 
and other states, which recognizes the claim of the 
bhnd, equally with others to the benefits of instruction. 
It was to develop hidden talent, and train it for action 
and usefulness. It was to prepare the blind in noble 



132 THE ACHIEVEMENTS AND 

spirit which characterizes so many of them for teach- 
ers, for organists, pianists, and for industry and self- 
support, to remove the real disabilities of blindness, 
and give them fair play in the battle of life. This 
was the idea. 

The speaker went into an examination of the 
question, how far this had been realized by practical 
results in the experience of the institutions of our 
country thus far. He referred to the improved means 
of instruction, and the facility of advancing the child 
born blind, in all the branches taught in our best 
schools, to their fine musical education, and to the 
fact that in all these respects our institutions are in 
advance of those in Great Britain, and equal to any 
in the world. A good number of the pupils educated 
in our institutions had become principals, and in other 
institutions teachers in the literary and musical 
branches, and successful as church organists and 
piano teachers in the community. 

Mr. Chapin then discussed at some length, the 
subject of mechanical instruction and its results, the 
trades best adapted to the blind mechanic and his 
future success. This he considered a very important 
part of the system of instruction with a practical peo- 
ple. Everybody, blind and seeing, must become a 
producer of something that the community must or 
will have. That branch of industry most suitable to 
the blind, is that which the workman can begin and 
finish with his own unaided labor — something also 
that is in demand in every part of our wide country. 
Broom, brush and mattress making were attended to 
as favorite branches, of which the first was most com- 
mended for those living out of the large cities, and 
available everywhere. 



ABILITIES OF THE BLIND. I33 

It has become a problem, how far the institutions 
should consider themselves responsible for the employ- 
ment and future welfare of the graduate blind. Some 
succeed well, others not so well, and still others, though 
industrious and faithful, fall behind as slow workers, 
or failing in tact and native energy need some little 
aid or direction. 

Our institutions should have the facilities for 
employing wholly or in part, those who fail else- 
where after an earnest effort. None know so well the 
capabilities of the blind as superintendents of these 
institutions. No other workshops are open to receive 
them, as for seeing persons. The whole policy of 
our institutions in this respect, should be carefully con- 
sidered, and this object persevered in. 

The following propositions Mr. Chapin considered 
entitled to consideration and adoption as soon as prac- 
ticable : 

1. x\ll institutions for the blind should continue 
to manifest a lively interest in the future welfare of 
their graduates. 

2. All blind persons over ten and under twenty- 
one years of age, should be received for instruction in 
the school department, and all eligible adults under 
forty for a limited period of one or two years, to learn 
a trade. 

3. Graduates should be encouraged to leave the 
institution for self-support, with an outfit to purchase 
musical instruments, machines, tools, etc. 

4. In certain cases of industrious but feebler 
workmen and workwomen, where such persons fail 
of self-support, the institution should make an efifort 
to employ them. 

5. A home for the industrious blind who are 



134 THE ACHIEVEMENTS AND 

homeless, should be provided as soon as suitable means 
can be secured for that object. 

6. Finally, provision should be ultimately made 
for a quiet retreat for infirm and superannuated grad- 
uates of good character. The blind are few in num- 
ber, bearing by a natural law, a certain small pro- 
portion to the whole community, not in the United 
States exceeding one in 2500 persons. The actual 
number who will ever be forced to accept the shelter 
of such a benevolent provision, will be comparatively 
small indeed. 

In the Pennsylvania institution, a Home of In- 
dustry has already been in existence nine years, and is 
working happily and successfully. The number of 
inmates there is less than twenty, male and female. 
They are employed by the institution, pay a reduced 
rate of board, and thus support themselves. This de- 
partment has the hearty support of the distinguished 
President of this institution, Hon. Samuel Breck, and 
of its able board of managers. It has already received 
several bequests and others are confidently expected. 

The speaker considered that the whole resolves 
itself into the simple question in regard to those who 
do not succeed by their own unaided efforts, shall not 
the community by a well organized system of instruc- 
tion and employment, secure for them and society the 
benefits of all their available industry, and bless them 
at last with the comforts of a quiet home with con- 
genial associations? There are millions of wealth yet 
to be bestowed by those who "devise liberal things." 
Let it be invoked in behalf of a cause of such undoubted 
Christian philanthropy. The duty of action in this 
direction belongs first to the institutions themselves; 
if they ignore it, no others will tough it, 



ABILITIES OF THE BLIND. I35 



MR. LINDSAY'S ADDRESS. 

Pupils of former times, we of the present greet 
your return. We welcome you to our common home, 
which is endeared alike to your hearts and ours, b)i 
a thousand fond recollections. We welcome you to 
this home of filial and fraternal love, where the truths 
of the Bible are taught and illustrated, and the teach- 
ings of sciences are unfolded ; to this home where 
were developed your vocal powers, and your intel- 
lectual and moral natures, and under whose training 
you were skilled to make the useful broom, to weave 
the tiny beads, to teach the art of music, to trace the 
unseen page, and gather the treasures of literature 
— by all which you were prepared for self-mainte- 
nance, and fitted for respectable positions in society. 

We welcome you to halls which have resounded 
with your merry laugh, to school rooms in which you 
have passed many quiet hours in the acquisition of 
knowledge, and to this chapel in which your voices 
have mingled in the joyous song, or, blending with 
the deep tones of the organ, chanted the praises of 
God. Years ago you gave this place the name of Ed- 
dington. We welcome you, now, to Eddington, with 
its spacious grounds ornamented with trees and 
flowers, and traversed by pleasant walks and shaded 
paths which have been familiar to your feet. We 
on whom devolves the duty of giving you this public 
welcome, rejoice that we are permitted to offer it, 
and our kind officers and teachers, ever solicitous 
for your welfare as well as ours, and desirous that 
all your anticipations of happiness on this occasion 
may be realized, most cordially unite with us in greet- 
ing your return. 



136 THE ACHIEVEMENTS AND 

Many years since, on one of those days of recrea- 
tion which from time to time enliven our institution, 
the Superintendent, sportively, we are told, proposed 
this reunion in i860. The pupils, however, and some 
of you were among the number, treated it more in 
earnest, and soon began to anticipate the pleasure of 
that then distant occasion. As term after term passed 
away, those who were to return no more as pupils 
parted from each other with the promises, and we, 
who greet you earnestly hope that the pleasures may 
fully equal your most sanguine expectations. 

Our common infirmity, our common associations 
with this place, our common interests and hopes, all 
combine to strengthen the chain of friendship which 
now binds our hearts together. We only regret that 
all are not here. Of the absent, not a few are gone 
to their long home ; and among this number are some 
of those who were most beloved and most highly 
gifted with intellectual endowments. Let us cherish 
the memory of those who so tenderly loved this 
place, and who had so fondly hoped to meet you at 
this time. 

And now, while song and greeting, and social 
pleasure rule the hour, let us remember that eighty- 
four years ago to-day the fathers of our Republic, in 
Congress assembled, boldly declared our national in- 
dependence. Let us participtate in the emotions of 
patriotism which to-day warm the heart and inspire the 
genius of our country. 

Pupils, who are to us as elder brothers and sisters, 
and for whom we entertain the liveliest feelings of 
regard, we again most cordially welcome you home to 
Eddington. 



ABILITIES OF THE BLIND. l^J 



WELCOME TO THE OLD HOUSE AND 
FAREWELL. 

BY G. L. SMEAD. 

To the Alumni assembled June, 1874. 

Fonncr Pupils and Officers of the Ohio Institute for 

Blind: 

It will be the duty of another to give a more 
formal welcome to the new house, but it may not 
be amiss for me in a few words to bid you welcome to 
the old home of precious memory. Welcome to the old 
homestead with its old recollections of friendships 
formed long ago and cherished since. 

I know others will pardon me, if I speak especially 
to those present who, fifteen years ago, met me as pu- 
pils in the old south school room. I call to mind your 
kind reception of me as your teacher. I remember 
your faithfulness in duty, your kind appreciation of my 
instruction. I remember some who greeted me then, 
who are not here to-day. They have gone from earth 
to a higher and a better reunion. I could call their 
names, and their faces come before my mind as clearly 
as though they sat in those seats. 

I am glad to welcome you. I am glad to welcome 
my predecessor. Dr. Lord, whose example of Christian 
manhood went before us for many years, and still goes 
before us, having its blessed influence. But upon an 
occasion like this, sadness is not inappropriate. We 
meet in the old house for the last time. We are as- 
sembled, as it were, to look for the last time upon the 
face of a dear, departed friend. We say that the friend 
is dead, but we know the soul lives. The old recollec- 
tions, these dear friendships, the good influences you 



138 THE ACHIEVEMENTS AND 

have received are after all the soul of the old house, and 
they are not dead, they are immortal. And now, as we 
go from the old house to the new, let us engraft within 
it all the old recollections that are good, pure and noble, 
and there let them grow, and blossom, and bring forth 
fruit as long as those stone walls shall stand, as long 
as those towers shall point to heaven. 

Then all left the beloved old house, with its preci- 
ous memories, and proceeded to the old chapel of the 
new house, where Mr. Walter L. Campbell, Esq., the 
president of the day, made the opening address as 
follows : 

My Friends : I have just been informed that at a meet- 
ing of the pupils and graduates held this morning I was 
chosen to preside over the deliberations of the day. It 
would not be consonant with the sacredness or dignity of 
the occasion to allude to the personal satisfaction I feel in 
being thus honored. I can but thank you for it. 

We are here to-day (to do what I have hitherto thought 
very rarely desirable) to consider ourselves pupils and gradu- 
ates of the Ohio Institution for the Blind as in a sense a 
sort of special class, a kind of peculiar people with trials 
and triumphs and aspirations and defeats different from 
those of other men. We may, however, for once shut out 
the active, busy world around us and review our own past, 
consider our own present, and peer it may be, into the 
future. Memory and hope to-day claim our obedience while 
they lead us whithersoever they will and gladly let us sub- 
mit to the gentle guidance. 

We are indeed but now to the new, from the shadowy 
past to the very threshold of the dawning future, and stand- 
ing here we can look back upon the past full of hallowed 
associations, and forward to a future, bright with alluring 
prospects. 

Those halls to which we but now bade farewell, how 
full, how suggestive they are of inspiring reminiscences; 
though empty, they seem thronged with busy youth pursu- 
ing with ardor learning's difficult path; though silent, they 



ABILITIES OF THE BLIND. I39 

seem filled with the harmony of wonderful music. Tear 
down those walls if you will, memory will build them up 
again, not indeed of crumbling brick and mortar, but of her 
own imperishable materials. 

Into this memory-made Institution, all will be sum- 
moned; and there once more will be heard the noisy tramp 
of many feet, the hum of many voices, the confused murmur 
of many instruments, the revered teacher instructing, the 
kind officer admonishing, the choir and its anthem, the morn- 
ing and the evening prayer. Think it not strange that the 
associations which memory martials around yonder deserted 
building, draws us backward toward it with a power though 
gentle, still strong, still irresistable. It was there that we 
were first born to a love of learning, there that we were 
first inspired with an ambition for intellectual and moral 
powers. There that we felt those vague longings of the 
soul to realize to the utmost the undiscovered possibilities 
of our manhood, there that we caught the first glimpse of 
the priceless worth, the incomparable sublimity of even one 
honest, earnest, active human life. Now does some one 
ask, "is sentimentalism like this, all that can be returned to 
the state of Ohio for her vast expenditure in our behalf?" 

I answer it is enough. To have generally diffused 
among the blind a love of learning, a desire for intellectual 
and moral excellence, a determination to make the most of 
themselves, a sense of personal responsibility and power, is 
an ample return for any expenditure, however great. He 
who holds sentiments like these as a part of his very being, 
woven into the very woof of his soul as it were, as the 
strong, fadeless threads of it strengthening and coloring the 
whole, blind though he be, though hungry and ragged, and 
shelterless to-boot, stands forth from among his fellows, even 
in this commercial, money-making age, a man, "every inch" 
a man. This, though return enough is by no means all. 
There are scattered throughout the State, blind men of con- 
sideration and influence in the community where they dwell, 
earning a livelihood and holding their own in the jostlings 
.of business life. Many of them make livings, few fortunes, 
and all the families to which they belong the happier, and 
the circles of society in which they move the pleasanter for 
having been there. 



I40 THE ACHIEVEMENTS AND 

While this is true, still there is a view of this matter 
that I would not disregard myself nor have overlooked by 
others. Our history thus far has been very largely experimen- 
tal, and although the possibility of doing something by the 
blind man has been proved, the field for his usefulness is still 
very circumscribed and narrow. To enlarge this field, to dis- 
cover new paths, must be for some time yet pur endeavor. We 
must attempt this or that calling, pursuit or profession, until 
the limit of usefulness for the blind has been reached. 

This I apprehend will not soon be. In the division of 
labor now . going on, affecting as it does every calling and 
pursuit, I see in the future, boundless possibilities of use- 
fulness for the energetic, though righteous man. We still 
need pioneers to press forward into these new fields, bold, 
brave men, who will take the chances of failure that they 
may succeed; for, be assured that though you and I should 
sacrifice our lives in a vain endeavor to make ourselves 
useful outside our sphere, still there will follow those, who 
studying our defeat will learn to achieve victory. In my 
views of the economy of things, in my understanding of 
providence, there must be a place, a use for all, and there- 
fore, each seeming failure is in the great plan an indis- 
pensable step towards universal success. 

I am however, talking too much. We are here to-day, 
dedicating in a manner a new and beautiful temple to learn- 
ing. I am sure that from this attestation of satisfaction with 
the work of educating the blind, that this new building 
evinces on the part of the people of Ohio, we shall gain 
confidence in ourselves, and we shall all go away with better 
hope and higher purpose for the future. 



ADDRESS. 

BY DR. AWL. 



Delivered to the Alumni Association of the Ohio State 
School for the Blind, June, 1874. 

Dr. Awl stated that the attention of the people of 
this state was called to the importance of esablishing 



ABILITIES OF THE BLIND. I4I 

a school for he blind by a clause in the call for a 
medical convention which assembled in this city in 
January, 1835. During the session of that convention 
a public address upon the subject was made by Dr. 
Drake, of Cincinnati. His own attention had been 
aroused to the subject while in the City of New York 
as a director of the lunatic asylum, where he witnessed 
an exhibition by the pupils of the Institute in that city, 
and that he then remarked to an associate director who 
was with him that "Ohio must have such an institu- 
tion." 

This idea his associate discouraged, but in his 
own mind he determined that the thing should be done. 
Accordingly he prepared a resolution appointing three 
trustees to collect information in relation to the instruc- 
tion of the blind and to make a report to the Legisla- 
ture. The original draft of this resolution he then 
showed. As it provided for no expenditure of money, 
it was passed by the Legislature on the nth of March, 
1836, and Dr. James Hoge, Col. N. H. Swayne, and 
Dr.. Wm. Awl were appointed. 

For the purpose of obtaining the required infor- 
mation some 2,000 circulars were printed and sent to 
the justices of the peace in all the townships in the 
state. To do this work was no trifling matter. A 
party of young ladies was made for the purpose of 
folding them, and it took all the time the doctor could 
command from his other duties for two weeks to direct 
them. To pay postage on them and on the replies, at 
six, twelve, eighteen, and twenty-five cents each was 
another little item of some account, at least to a poor 
man, for, be it remembered, the trustees were not 
provided with one dollar of money. Many amusing 
incidents connected with these replies were then 



142 THE ACHIEVEMENTS AND 

related. One blind lady was reported aged eighty years, 
and the justice gravely adds, "She entirely refuses 
to come to your school." Another, aged sixty-seven, 
had but a small farm, and a family of small children 
dependent upon him, and the magistrate says, "You 
can judge yourself of the probabihty of his being 
able to pay for teaching him the mechanical arts, or 
the art of forming letters." Another justice regarded 
the whole scheme as an outrage, and says, "We have 
plenty of seeing children down here to be taught, if 
you have any money to throw away." 

To produce an impression upon the Legislature, 
the trustees invited Dr. Howe, of Boston, to deliver 
a lecture and make an exhibition in December, 1836. 
This was done with most satisfactory results. Dr. 
Howe had consented to come for his traveling expenses 
only; but when they asked for his bill they were told 
it was $600.00. Yet the trustees had not a single 
dollar. After much deliberation (having borrowed a 
part of the money,) Dr. Awl, with many misgivings, 
stated the case to Governor Vance, and that good man 
at once paid the whole bill from his contingent fund. 
During the winter the trustees made their report to the 
Legislature. The returns made to them from fifty- 
nine counties enumerated 287 blind persons, at least 
sixty of whom were thought to be proper subjects of 
instruction. 

In April, 1837, the act for establishing this insti- 
tution was passed, an appropriation for commencing 
the building was made, the trustees were authorized to 
rent rooms, to employ a teacher, and open "a school. 
These steps were taken and on the 4th of July follow- 
ing the school was opened. Even after the school had 
been commenced it was no easy matter to induce many 



ABILITIES OF THE BLIND. I43 

parents to permit their children to enter it, while on 
the other hand the readiness of some to avail them- 
selves of its opportunities was extremely gratifying. 
One mother walked with her daughter all the way 
from Wooster, Wayne county, to bring her to the 
school, and others, though over the prescribed age, 
begged so hard for admission that the trustees ven- 
tured to bend the law and receive them. After recit- 
ing many other incidents, the doctor inquired who that 
labored for the founding of the Institution expected 
that it would ever benefit the people of China? And 
yet it had furnished instruction to two blind chil- 
dren of that remote country. 

He closed by saying that it was his firm belief that, 
much as has been done for the blind, and other classes 
of the unfortunate in our land, the time would come 
when some one of their beneficiaries would arise, who 
should, by his genius or the development of some pecu- 
liar talent, originate some invention, or make some con- 
tribution for the benefit of mankind, which should 
abundantly compensate for all the labor and all the ex- 
penditure which the education of all these classes shall 
have cost. 

His remarks throughout were interspersed with 
sallies of wit and strokes of humor, or touches of 
pathos, which kept the audience wreathed in smiles or 
ready for tears, as the scenes were rapidly changed or 
the incidents varied. To report it fully is utterly im- 
possible. 



144 THE ACHIEVEMENTS AND 

INAUGURAL ADDRESS. 

BY H. N. COUDEN. 
Delivered to the Alumni Association, June, 1880. 

Ladies and Gentlemen: 

For the honor you have conferred upon me in mak- 
ing me your presiding officer, I tender my sincere 
thanks and, beHeve me, I do regard it as an honor. In 
accepting the position, I am not unmindful of the many 
perplexing questions that may arise in our deliberations 
for me to pass judgment upon. I shall in all prob- 
ability err, not willingly, but through lack of knowl- 
edge. I shall, however, decide promptly, impartially 
and without prejudice. 

Our time is limited and there is much work to be 
done. Let us, therefore, immediately proceed to busi- 
ness. Allow me, however, to suggest that a committee 
be chosen from our body for the purpose of drafting, 
with a view to their publication, a set of resolutions 
suitable for the occasion. 

I also take the liberty of suggesting that one of 
these resolutions be a statement of our views in refer- 
ence to placing a blind man on the Board of Trustees 
of this Institution, for among its graduates there are 
not a few who have distinguished themselves in a va- 
riety of ways. And being better acquainted with the 
needs of the blind, everything else being equal, it fol- 
lows that a blind man could do the work more efficient- 
ly than a seeing man. I would advise also a resolution 
condemning the action of the political party late in 
power in this state, for attempting to reorganize this 
institution on merely partisan grounds. It is high time 
that the institution should pass from the sway of poli- 



ABILITIES OF THE BLIND. I45 

tics and be regarded as a child of the state, to be nour- 
ished and fostered with tenderest care. 

In conclusion, allow me again to thank you for 
making me your President. Any business pertaining 
to our organization is now in order. 



SELF-DEPENDENCE AND THE NOBILITY 
OF LABOR. 

BY MISS MARY WAINWRIGHT^ OF 1880. 

In the schools of the land and in our school we 
are educating and training citizens for the state, to 
understand and bear successfully the burdens of our 
government. In no country but ours is such ample 
provision made for securing the intelligence of its citi- 
zens ; but to be a good, useful and worthy citizen one 
must possess these three qualities : intelligence, moral 
uprightness of character and self-dependence. 

To be able to bear the burdens of the state, one 
must first bear his own burdens. With this view of 
the subject let us now consider the workings of our 
school and examine and estimate results. 

We find that intelligence, the first quality of a 
good citizen, is almost universally secured by the pa- 
tient efforts of our teachers in the literary department. 
Working from four to five hours a day, six days in the 
week, forty weeks in the year, from seven to ten years 
in the school life, what thoughtful pupil could fail to 
gain a wide and general intelligence ? 

With our daily devotions, weekly Sabbath-school 
lessons, other religious services, moral training from 
day to day by the Superintendent and teacher, the form 

10 



146 THE ACHIEVEMENTS AND 

of moral uprightness of character is nearly always ob- 
tained ; but in this case we dare not be satisfied with 
mere form ; this quality must possess both life and 
power, for from its life-blood poured out shall arise — 
self-dependence. 

Looking- again at our school work, the last and 
best result of education — self-dependence — is not 
nearly so often obtained, partly because society does not 
expect it, our friends do not require it, we do not always 
expect it of ourselves and in our school life we do not 
make it the governing purpose. Society, from its er- 
roneous notions of our abilities and capabilities, would 
have us take no part in active pursuits or enterprises. 

Our friends, out of the kindness of their hearts, do 
not wish to see us toil, think and plan for the future 
while they can do it for us ; but we must not submit to 
popular prejudice, nor yield to the solicitude of our 
friends, for it is often mistaken kindness at the expense 
of our individual manhood and womanhood. 

Notwithstanding our difficulties and in spite of our 
limitations, we must stand in our own personality as 
men and women, taking our places in the community, as 
persons whose counsels should be heeded and whose 
example should be emulated. We should stand as trees 
whose beautiful foliage pleases the eye, and whose 
grateful shade rests the weary traveler, and whose rich 
and abundant fruit feeds the hungry, rather than cling 
as leeches sapping the veins of society. 

And now let us consider this question from that 
higher plane of moral obligation. What does the Lord 
of heaven, the Creator of men and women, hold forth 
as the best method of filling up our measure of being? 
His word is this, — not in the sweat of thy father's 
face, not in the sweat of thy mother's face, nor thy 



ABILITIES OF THE BLIND. I47 

sister's, nor thy brother's, nor thy friend's — but "in 
the sweat of thy face shalt thou eat bread." This com- 
mandment includes physical exertion and personal vol- 
untary effort ; you can see we are to be working men 
and women. 

Again as to the habit of working, six days of every 
seven shalt thou labor ; every day must be a full day 
and every stroke of the hand a fair honest stroke : "Not 
slothful in business." We have considered this ques- 
tion with reference to the commandments ; but there 
are several Scripture reasons given for these obliga- 
tions, which should be named in this connection : 

First — We should work that we may have no 
time to meddle with other persons' affairs. 

Second — That we may live honestly toward all 
men. 

Third — That we may have lack of nothing. 

Fourth — That we may have to give him that 
needeth. 

Let us make the application of the foregoing prin- 
ciples to the daily and yearly workings of our school. 

We have two departments, musical and work, 
whose special objects are to make our graduates inde- 
pendent and self-supporting. They are not rivals, but 
two parts of the same unit. Just at this point many 
persons make a fatal mistake. Through false ideas of 
respectability and social position, they suppose the prac- 
tice and profession of music is the only thing worthy 
of their special attention. They assume that to earn 
money by a learned profession is the only way in which 
to secure a position in the world. This hypothesis will 
soon lead us into interminable difficulties, for accord- 
ing to an estimate recently made not more than twenty 
per cent, of the persons who enter the music depart- 



148 THE ACHIEVEMENTS AND 

ment will ever make successful teachers or musicians, 
and if we add to this the number who do not study 
music, we have a very large proportion of the school. 
What shall we do with these scores of persons ? Shall 
we say there is no self-dependence for them ? Yes, ac- 
cording to the received ideas of respectability. 

It is the common experience of the teachers in the 
work department to hear such remarks as these : "Why, 
F. is in the work department this year; how strange. 
It is not a case of necessity; her friends are persons 
of means." And again, "The superintendent wished 
S. to take the work this term, but she says she doesn't 
wish to-; it will spoil her hands, and anyway it isn't 
quite respectable to work ; but I think she ought to try 
to learn something of that kind ; you know she hasn't 
any home." And again one of the literary teachers will 
say : "I have W. in my class ; he is slow and gives 
me a good deal of trouble and will be a great draw- 
back to the class. I hope I can persuade the superin- 
tendent to put him in the shop. That, in my opinion, 
is where he belongs." All this is void of reason and the 
very reverse of sound practical sense. The work de- 
partment is not a cool, dry cellar where the failures in 
the musical and literary departments and the very desti- 
tute are to be stored for safekeeping and nothing more. 

We must not expect to have our occupation 
chosen for us. We must choose it for ourselves ac- 
cording to the best estimate we can make of our ability. 
If it be work, let us select one or more of the trades 
taught in the school and, putting under our feet all 
false notions of respectability, let us espouse it as a life 
pursuit. No one succeeds in business by accident, but 
when one looks at his future as at a great problem, 
and by careful, earnest, faithful, persistent effort, pre- 



ABILITIES OF THE BLIND. 140 

pares himself through a course of years to take up its 
solution, success is assured. No pursuit or occupation 
fails to attain respectability if honorable in itself and 
pursued according to the principles of uprightness. 

Epaminondas, the greatest of Theban generals, 
was once called to an account for his command too 
long. To humiliate him he was afterward elected 
street scavenger. He accepted the position as though it 
had been the chief magistracy of the city ; and when 
he had effected a thorough cleansing of the city and 
showed the Thebans that he was still the same great 
man, said : "If my office will not bring me honor, then 
I will bring honor to it." And in this connection I 
would mention Mr. Hayes, now our much revered 
President, who, when he was Governor and visited our 
Institution, did not fail to bring the sunshine of his 
presence into the workrooms, and by his affable man- 
ner and encouraging words, indicating very clearly that 
he thought to teach our pupils some useful work was 
of first importance. Many of our students from time to 
time have threaded their way through the fog of false 
respectability and the mist of mistaken propriety, into 
the light of common sense and clear reason. Standing 
there in the morning of personal responsibility, they 
have seen life as earnest struggle and fierce contest, 
and putting under their feet all aimless, purposeless 
living, have seized the possibilities of manhood and 
womanhood and gone right forward to victory. 

Having made a success of life, they are now in 
their places in our great and growing state, as useful 
and honored citizens, to whose labors have been added 
the blessings promised in the Scriptures : "The Lord 
shall command the blessing upon thee in thy store- 
house and in all that thou settest thine hand unto." 



150 THE ACHIEVEMENTS ANt) 

Again : "The Lord shall open unto thee His good 
treasures, the heaven to give the rain unto thy hand in 
his season, and to bless all the work of thy hand, and 
thou shalt lend and not borrow." Again : "Let the 
Lord be magnified, which hath pleasure in the pros- 
perity of His servant." 



OUR OWN EUTERPE, OR, THE PROGRESS OF 
MUSIC IN THE UNITED STATES. 

BY H. J. NOTHNAGEL. 

Forty-three years ago, when first I made the 
acquaintance of music in this country, the impression 
she made upon me was that of a little, naive, rustic 
maiden, in short dress, without shoes and stockings, 
dancing where'er I met her, and singing quaint and 
simple ditties with the air of a first-class European 
prima donna. "Well," thought I, "can this queer little 
creature be one of the nine sisters whose names Herod- 
otus attached to the nine books of his history? Can 
this be Euterpe, who, with the rest of her sisters, Cal- 
liope, Clio, Erato, Melpomene, Polyhymnia, Terpsi- 
chore, Thalia and Urania, inhabited the heavenly man- 
sions and whom Hesiod, in his Theogonia, invoked in 
these words : 'Tell, ye celestial powers, how first the 
gods and worlds were made ; the rivers, and the bound- 
less sea, with its raging surge. Also, the bright shin- 
ing stars and wide-stretched heaven above, and all the 
gods that sprang from them, givers of good things ?' " 
Again and again I asked this question, but no answer 
came. I was perplexed, and wondered if ever, in my 
life on earth, this question could be satisfactorily 
answered. 



ABILITIES OF THE BLIND. I5I 

The more, however, I learned to know this queer 
Httle maiden, the more I did Hke her. There was 
something so innocent, and yet so earnest and deter- 
mined about every act and motion of hers, that 
reminded me of the poet's words : "There is a majesty 
in simphcity which is far above the quaintness of wit." 
I resolved to watch and follow her closely. From this 
resolve I did not swerve for a single moment during 
these forty-three years, when circumstances compelled 
me to part company with those who labored in her 
service ; I could but watch her from a distance. Thus 
time rolled on, and our little rustic maid grew gradu- 
ally up into a fine and sprightly lassie, improving in 
dress and manners, and daily gaining friends and 
admirers. Ten years previous to my making her 
acquaintance, I had been accepted and initiated into the 
service of music in Europe, and detailed to the house- 
hold of Euterpe, of Germany, a wealthy and regal 
dame, dressed in purple and bedecked with costly jew- 
els. Her court was distinguished from those of her 
namesakes of Italy and France by its unusual splendor 
and power. 

The most brilliant galaxy of high-priests that had 
officiated in her numerous and gorgeous art temples — 
Bach, Handel, Gluck, Haydn, Mozart, Beethoven, 
Weber, Schubert, Spohr, Mendelssohn, and others — 
this splendid galaxy was rapidly setting. The greatest 
of them all, Beethoven, had just exchanged the tran- 
sient for the eternal life, and the court, as well as the 
many temples of art, wore still the drapery of 
mourning. 

The philosophers and scientists, at that time, had 
just discovered that music had claims fully equal, if 
not superior, to those of the other fine arts ; and they 



152 THE ACHIEVEMENTS AND 

all felt that the secret of her power had been left 
entirely unexplored. But, unfortunately, a violent and 
dangerous epidemic soon seized the minds of these men, 
and gradually impaired their judgments to such a fear- 
ful extent, that their pretended wisdom culminated in 
the absurd superstition that this most wonderful uni- 
verse had no intelligent cause, but was simply the pro- 
duction of matter. They discarded the study of Meta- 
physics and made the study of Psychology needless by 
reasoning the human soul out of existence. They, so 
to say, sensualized and finely materialized the spiritual 
and emotional part of the human soul, and thereby 
greatly injured the cause of the arts, especially that 
of music. 

When the draperies of mourning had been finally 
removed from the art-temples of Germany, French 
frivolity and Italian superficiality found many admirers 
among the courtiers of German Euterpe. An eminent 
courtier of Italian Euterpe, a Signor Paganini, during 
a visit at the courts of Germany and France, spread an 
epidemic, called Virtuosi-fever, to a fearful extent 
among courtiers and retainers of both. This disease 
in its symptoms strangely resembles the St. Vitus' 
dance, which is an affliction attended with irregular, 
involuntary motions of different muscles, particularly 
those of the face. The patient cannot walk or stand 
steadily; his gait resembles a jumping and starting, 
and often hysterical fits do accompany these symptoms. 
However, this Virtuosi-fever was more terrible in 
its effects and ravages, especially among the retainers 
of the once sober and solemn Euterpean courts of Ger- 
many than St. Vitus' dance possibly could be. 

The contortions of face, the rolling of eyes, the 
shaking of heads with lengthy, curly hangings, the 



ABILITIES OF THE BLIND. I53 

twists of elbows, the jerks of arms, and the rocking 
and reeling of the body of these stricken Virtuosi, were 
really a sight awful to behold. The ravages it caused, 
especially among piano strings and piano actions, has 
been super-enormous, and kept the manufacturers of 
those instruments in a perpetual stew. Yet, if we con- 
sider the great mischief which this epidemic has done 
to the art of music, raillery ceases and indignation will 
take its place. But when — why should we fly into a 
passion? What could we expect of human beings 
without souls, who had every reason to boast of a Dar- 
winian ancestry? The injury which virtuosity has 
done to the cause of music is too vast and serious a 
subject to be satisfactorily discussed in a short time; 
and I fear I have nearly consumed the time which has 
been allotted to a speaker on this occasion. 

Let us rejoice that the avalanche of virtuosity has 
rolled down from its high mountain peak, and finally 
settled in the valley of better taste. The little good it 
has done in improving and extending the technique let 
us gratefully acknowledge; the injury it perpetrated 
in vitiating the popular taste for classical music, cor- 
rupting forms and canons of the art, infusing into it 
a spirit of selfishness and coxcombery, let us deplore 
and endeavor to remedy as far as it lies in our power. 

And now let us speedily return to our own Euterpe, 
who, when we started on our European tour, had 
grown up into a fine lassie, and was rapidly gaining 
friends and admirers. Let us throw but a hasty glance 
over the short period of the last ten years, and look at 
the glorious and really marvelous achievements which 
have been made in this land of the free and the brave ; 
and then tell me whether it is exaggeration to say that 
she has completely conquered the hearts of the people. 



154 THE ACHiEVEMEiSTTS AND 

and will, ere another half century passes by, take the 
lead in musical matters on this globe? Follow me to 
the Queen of the West, Cincinnati. Behold the mag- 
nificent temple, recently erected there in her honor, in 
addition to the hundreds scattered throughout this vast 
country, from the Atlantic to the Pacific Ocean. 

Whoever is familiar with the lyric poets of 
Germany will admit that they love to sing of the beau- 
ties and delights of the month of May. Our own 
youthful Euterpe seems to have caught the inspiration. 
In the months of beauties and delights, in the year 1873, 
she summoned her disciples and followers to meet 
her at Cincinnati, and then and there to produce a cer- 
tain number of master works of some of the most 
prominent high-priests, who once officiated in the gor- 
geous temples of her namesake in Germany. Seven 
hundred vocalists and one hundred and eight instru- 
mentalists assembled, and placed themselves under the 
baton of Theodore, called Thomas, who, for many 
years, worked with unusual zeal and perseverance in 
the cause of our youthful Euterpe. They held a festival 
of four days' duration, and, at its close, in imitation of 
the Grecian Olympiads, they instituted Euterpiads. 

In accordance therewith, in 1875, in the month of 
beauties and delights, a second festival was held. For 
the third festival, the time of the Euterpiad, which is 
two years, had to be extended to three, on account of 
the erection of the beautiful art temple, now one of 
the greatest in the world. The third festival, there- 
fore, took place in the month of May, in 1878. Five 
weeks ago the fourth festival closed, which, beyond 
doubt, was the most successful of all, and established 
the fact that our youthful Euterpe stands on an equality 
with the matronly of the Old World. 



ABILITIES OF THE BLIND. 1 55 

And now, my friends, let this fact be an incentive 
for every blind musician. Let those who already are 
following the profession of teaching music not rest sat- 
isfied with that degree of proficiency which they may 
have acquired, but let them continue to studv in order 
to understand its philosophy. Let those who are yet 
students of the art be determined, zealous and faithful ; 
but, above all, let both teachers and students beware of 
this abominable plague — the Virtuosi fever. Some 
remnants of the vitiating influence of virtuosity are still 
extant. We meet them in the opera, in the concert, 
and in the saloon, among so-called professionals and 
amateurs, and especially in amateur societies. I shall 
mention but one appertaining to what is generally called 
style. In teachers and pupils who received their edu- 
cational finish, as it is called, in a five or six-weeks' ses- 
sion of a musical normal school, it manifests itself in 
the merely mechanical drill in the dynamics, pianis- 
simo, piano, mezzoforte, forte, and fortissimo, which is 
to such persons the non plus ultra of a good perform- 
ance. Let me warn you, my friends, not to commit 
this fault. It betrays superficiality, and almost every 
instance conjures a smile upon the face of the connois- 
seur. These dynamics are all right and good in their 
place, but are liable to be misunderstood or exagger- 
ated by every one who can not see beyond the mere 
letter and can not dive into the spirit or emotional depth 
of the composer's conceptions. A mere parrot-like 
drill can never accomplish it. With a pupil who has 
no other foundation than a certain degree of profi- 
ciency in the technics of his instrument, only time and 
repetition will accomplish it; provided, the pupil is in 
possession of a sufficient amount of native talent, taste 
and judgment, and the teacher has the faculty of giving 



1S6 THE Achievements Aisrb 

timely hints, with regard to the conception and inten- 
tion of the composer. Long dissertations from the 
teacher, in such cases, are generally out of place, 
because they are apt to perplex more than they 
enlighten. Consider, my friends, that a work of art, 
in its highest perfection, is not produced by mere 
genial, artistic instinct, but by genius and knowledge 
combined. Only by earnest study the composer 
acquired the knowledge of expressing his ideas truth- 
fully and representing the same in a beautiful bodily 
form. If he has accomplished this, his production will 
be a real work of art. But the attempt of a performer 
to render such a work correctly by merely observ- 
ing the dynamics which its composer has marked must 
result in failure, for only then, when the mind of the 
composer and that of the performer commingle, the 
latter will be able to render the idea of the former cor- 
rectly and effectively, because the performer now 
clearly comprehends the composer and has caught his 
inspiration. He is not now an acting parrot, but an 
artist, in the fullest sense of the word. 



MEMORIAL ADDRESS. 

DR. A. D. LORD AND MR. T. H. LITTLE. 

Delivered to the Alumni Association, June, 1880. 

While we greet with joy to-day the smiles and 
voices of loved ones, with whom we have spent many 
happy hours, we cannot sing the song, "All together 
once again," for since our last reunion death has 
entered our circle and severed some of our dearest 
ties. Yes, mingled emotions pervade our minds, for 



ABILITIES OF THE BLIND. I57 

there are voices silent to-day that leave in our hearts 
a painful vacancy none others can fill. First among 
these are a beloved Superintendent, Dr. Asa D. Lord, 
and a faithful teacher, Mr. Thomas H. Little. But 
ours is not all sorrow, for we are assured by their 
lives of Christian faith and their works of Christian 
love while with us here that their joys to-day are infi- 
nitely greater than ours ; they have reached that haven 
of rest to which we are journeying; freed from the 
fetters of the body, they are now rejoicing in the sun- 
light of God's presence ; they have joined the blood- 
washed throng who serve the Lord day and night in 
his temple. Then, were it ours to choose, would we 
have them with us here to-day? The poet Cowper 
well expresses our feelings : 

"Might one wish bring them, would I wish them here? 
I would not trust my heart — the dear delight 
Seems so to be desired, perhaps I might — 
But no — what here we call our life is such, 
So little to be loved, and thou so much. 
That I should ill requite thee to constrain 
Thy imbound spirit into bonds again." 

Let us rather rejoice that their trials are over and 
they already entered upon their rich reward. 

Following the footsteps of their Master, while they 
here lived for the good of others, it may be truly said 
of them, "They were the salt of the earth," and fol- 
lowed the injunction of the Savior, "Let your light 
so shine before men, that they may see your good 
works, and glorify your Father which is in heaven." 
They sought neither wealth nor distinction, but most 
clearly was verified to them the promise, "The ser- 
vants of the Lord shall be honored," for their lives 



158- THE ACHIEVEMENTS AND 

were replete with positions of honored responsibihty, 
and how perfectly they filled such positions is familiar 
to us all. Like Paul, they counted not their lives dear 
unto them, so they might benefit those for whom they 
labored. 

Some of us recall with fond recollection the 
father's tenderness and a brother's interest they coun- 
seled and advised. Unlike many who have deep sym- 
pathy for us, and yet are ever reminding us of our 
loss, and ready to apologize for everything because 
we are blind, these dear friends endeavored to lead 
us to forget our loss, and their constant aim was to 
elevate and put us on an equality with seeing persons. 
Their interest in us was too true to allow our imper- 
fections or mistakes to pass unreproved, but we always 
recognized in the reproof the promptings of a loving 
heart. They held prominent an idea we love to think 
upon — that this affliction is not of the immortal 
nature, only of the tenement in which we dwell. They 
taught us that even though we labor under difficulties, 
yet, with energy, perseverance, and a firm trust in the 
help of God we should conquer. By their teachings, 
their lives, their prayers, they led many of us to walk 
in the paths of truth. We remember how reverently 
they read the word of God, and how earnestly they 
endeavored to impress those precious truths on the 
young hearts under their care. From their lips we 
learned that He who is mindful of the sparrow will not 
forsake any who put their trust in Him ; they told us 
of the constant friendship of Jesus ; from them we 
learned to reverence the Sabbath and "call it delight 
the holy of the Lord." They were faithful, earnest 
sowers of the truth, and we doubt not that already 
fruits of their labor are swelling the song of praise 



ABILITIES OF THE BLIND. I59 

to the Lamb of God. We would here adore the Author 
of all good that our lives have been blessed with such 
hallowed associations. May God grant that while 
America has afflicted children there may be found 
noble-hearted, self-sacrificing spirits to labor for their 
good, as Dr. Lord and Mr. Little did for ours. Blessed 
memories, though no longer cheered by their presence 
and benefited by their holy lives, are ever present to 
strengthen and encourage us. But must we feel that 
friends so dear are separated from us forever? Oh, 
no ; we close these reflections with the joyous hope 
that there will be a reunion where Dr. Lord and Mr. 
Little will not be absent. Yes, blessed hope ! we shall 
meet again in our new home, where there will be no 
partings. Never — no, never. 



MEMORIAL ADDRESS. 

BY FRANK W. SYLER. 
Read at the Alumni Association for the Blind, June, 1880. 
Mrs. Sarah (Button) Penfield and Miss Libbie Carlisle. 

Ladies and Gentlemen: 

For a long time past I have been indulging in glad 
anticipations of this reunion. For months I have been 
making mere stepping stones of the intervening weeks 
of labor, and, arm in arm with fancy, have often viewed 
this scene. 

To-day, the bright reality falls not short of the 
picture I had painted. Happy meetings with old 
friends, the cordial sounds of long-lost but long- 
reraembered voices, and, above all, the warm, vigorous 



l60 THE ACHIEVEMENTS AND 

hand grasp in which we feel the very pulse of friend- 
ship, all mean more of joy to me than I can tell. Here 
the nobler aspirations, the grander aims, the stronger, 
sterner, truer life, and the higher joys of manhood and 
womanhood come back as children to their home and 
kneel in loving reverence at the knee of alma mater 
for a welcome and a blessing. But, friends, the mer- 
riest laugh is often followed by a sob; the brightest 
smile is often gemmed with a tear, and reunions such 
as this must have vacant chairs. 

It is my office to recall the names of two of those 
dear ones which fills every heart with a "tender sad- 
ness, a sweet regret." Since your last gathering in 
this place. Miss Libbie Carlisle and Mrs. Penfield (for- 
merly Miss Button) have passed into the "sunshine of 
death." They are gone, never more to return, and we 
miss them. Yet we can scarcely grieve at their absence 
or speak of their ends as untimely, for they have been 
called to a higher, holier reunion than ours. Here, 
their names are wreathed in mourning ; there, they are 
transcribed in letters of light on the roll of the 
redeemed in heaven. The story of their lives is not, 
cannot be, told in the height of their epitaphs, nor in 
any poor sentences of regret or eulogy which I could 
pronounce. No; the record is freshly and better pre- 
served in your own memories ; the work they did is 
manifest in your own lives and characters. Both these 
ladies were officers under that good, great man. Dr. 
Lord; and should I stop right here and speak not 
another word of praise, this would be enough. These 
departed friends were pure, gentle, generous, loving, 
lovable, good women. In their respective positions, 
their duties were always performed conscientiously; 
always with energy and efficiency. In childhood we 



ABILITIES OF THE BLIND, l6l 

loved them. As we grew older, they commanded our 
true respect and excited our emulation. Such lives 
make men and God seem better. As a crystal raindrop 
from the skies shatters white sunbeams into seven-fold 
beauty, so a pure soul multiplies the rays of divine love 
and casts a bow of promise on many a clouded heart 
— an art of light beneath whose end is really hid the 
Pearl of Price, which (searching as a little child) one 
will always find. Our friends are gone, and we miss 
them sadly for this reunion. 

But our loss is their gain ; for we can not doubt 
that they are happier, more blessed to-day than we are. 
Richter says, "The grave is not deep; it is the shining 
tread of an angel who seeks us." Is this not a beautiful 
thought and full of consolation ? Time is but the first 
drawn breath of eternity. The world is the nursery, 
where the Good Father places His children for a little 
while, ere they sit down with Him to the marriage sup- 
per of the Lamb. The death angel bears the message, 
"Come up higher." These swelling mounds that heave 
the green sward of our cemeteries are heaven's emer- 
ald door-knobs, taking hold on which our dear ones 
have found, and myriads more shall find, the "Beauti- 
ful gates ajar." 



AN ADDRESS. 

Delivered to the Alumni of the Ohio School for the Blind, 
June, 1880. 

BY HORACE D. COLLINS. 

Mr. Chairman, Ladies and Gentlemen: 

I stand before you with mingled feelings of regret : 

Pleasure, because I meet so many friends of former 
11 



l62 THE ACHIEVEMENTS AND 

years, and again live over, as it were, my school life 
and the happy days of my childhood. Regret, because 
so many who would be with us to-day have passed 
away into eternity, and because the old building, 
fraught with so many hallowed associations is no more 
— every nook and cranny of which, from basement to 
attic, is vividly impressed upon my memory. 

In the year 1837 ^y father removed from the 
state of New York to Ohio, and in a few weeks there- 
after, before I had reached my eighth birthday, I was 
taken, as it were, literally from the arms of an indulgent 
and loving mother, and sent to the Ohio Institute for 
the Blind. My parents, finding that I could not receive 
my sight by medical treatment, determined to do the 
next best thing, and give their sightless child, on whom 
they doted with almost idolizing fondness, an education 
to compensate as far as possible for the loss of the in- 
valuable sense of sight. I graduated from this institu- 
tion in 1846, but remained here until 1849 ^s an assist- 
ant teacher, at which time I received the appointment of 
organist in St. Paul's Church, Chillicothe, O., and re- 
moved to that city, where I began my career as a 
teacher of music. Since that time I have been actively 
engaged in the practice of my profession ; and though 
I have not laid up much of this world's goods, yet I 
have met all the success I could reasonably expect or 
desire. I think it is the experience of most of our grad- 
uates that there is a prejudice existing in society against 
the blind. That this is the case is indeed from many 
causes not remarkable. 

Many in every community are ignorant of the true 
object of this institution and what it seeks to accom- 
plish for those consigned to its care ; besides, many who 
leave this school do not make a proper effort for self- 



ABILITIES OF THE BLIND. 163 

maintenance. To overcome this prejudice, is the duty 
and entirely in the power of every bhnd person. I 
would say to the Alumni Association as well as to the 
pupils in the institution, have a oneness of aim in all 
you undertake, and success is yours. 

In conclusion permit me to bear testimony to the 
high rank which this institution deservedly occupies. 

From the examinations just closed am I not justi- 
fied in saying that the Ohio Institute for the Blind 
compares favorably with any seminary of learning in 
the land? Great credit is reflected on the worthy 
Superintendent, Mr. G. L. Smead, and his co-laborers 
in this work of Christian philanthropy. 

Feeling that I have already trespassed too much 
upon your time, I will now give place to others. 



RAISED PRINT. 

BY MISS FLORA KILZER, OF COLUMBUS^ OF 1880. 

In presenting this subject let us begin by consid- 
ering some of the reasons why those who can read no 
other should learn raised print. First, then, all will 
admit that books are indispensable to true culture and 
nobility of thought, but who shall read to us often 
as we desire? In the busy whirl of life about us 
many are so absorbed in the pursuit of happiness, or 
getting gain that no time is found to turn from their 
own bright visions and peer into the shadows. Others 
are forced to spend all their strength and energies in 
bearing the burdens of life and providing for its neces- 
sities. 

Thus only now and then some great heart has 
dwelt in the shadows until it has learned how precious 



164 THE ACHIEVEMENTS AND 

are the sunbeams when they enter there will take pains 
to discover and minister to our inner needs ; but when 
such lights do break in they are like the meteor's flash, 
brief and rare, carrying sunshine into many lives. But 
even while they are leading us through the gardens 
where the thoughts of great authors bloom and cull 
for us the richest and rarest, how difficult it is for our 
frail fingers to retain them in all their grace and beauty. 
Sometimes when the friendly voice is silent and the 
kindly eyes are closed in restful sleep, we ' remain 
in eager wakefulness, trying to recall the beautiful 
thoughts whose fragrance still lingers about us while 
the forms elude our grasp. 

This brings us tO' our second reason — the diffi-* 
culty of remembering what we hear. But were read- 
ers abundant and our memories perfect, there is still 
another reason why we should desire to read some 
things for ourselves. We refer to the pleasure of meet- 
ing an author face to face, as it were, and gathering 
his own thoughts without the lights and shades cast 
upon it by a human voice. Especially is this true in 
the study of the sacred Word, whose precious mes- 
sages of hope, comfort, and peace thrill through our 
souls most sweetly when quite alone with the great 
heart that inspired them. 

Who, then, will refuse to read with the fingers 
because it is so peculiar and unlike other people ? We 
might as well choose our peculiarities in the least 
important things, since we cannot avoid them; better 
in the use of the fingers than in the furnishing of the 
mind. 

But there are graver difficulties in the way of 
those who would gladly read, and we turn to them 
with regret. Our books are so expensive that few of 



ABILITIES OF THE BLIND. 165 

US can afford to purchase, and they occupy so much 
space that we should find it difficult to care for any 
considerable library of them, even if we possessed it. 
The much-talked-of spelling reform has been sug- 
gested as one way of reducing bulk and thereby 
expense, but this is not likely to come into general use 
for some years at least, and until it does we are reluc- 
tant to have it introduced into raised print, since we 
are so liable to write as we read them. Smaller type 
does not seem practicable, as few would be able to 
read it, and thinner paper would not retain the impres- 
sion. In our anxiety on this subject we note with 
pleasure the appropriation made by Congress to the 
Louisville printing house, and hope that many more 
such donations may be made, as this seems the only 
means of placing raised print within the reach of those 
who need it most. 

Who will undertake this work for us with daunt- 
less courage and faith unwavering? Concerning the 
various kinds of type in use there seems to be little 
choice between the Louisville and Boston, as each wins 
preference where most used. We have consulted with 
numbers of persons upon one point, and that is that 
the Louisville type is peculiarly trying to the fingers, 
though it is difficult to say why or to describe it. The 
Boston print would be more desirable if capital let- 
ters were introduced. We are glad to see point print 
coming into such general use, for we regard it as a 
treasure of inestimable worth. 

One more phase of the subject and we have done. 
What kind of literature shall we have — does it pay 
to publish class-books or stories in raised letters? 
Perhaps so ; but certainly not to the exclusion of 
higher literature. We notice among the publications 



l66 THE ACHIEVEMENTS AND 

a few — a very few — like "Paradise Lost," or R, A. 
Procter's "Wonders of the Firmament." We hail 
their appearance with gladness, hoping they are fore- 
runners in whose train shall follow volumes of the best 
lectures, sermons, and poems known to the literary 
world ; for since we can have so few books' we are 
anxious that they shall be the very best. We want 
no peculiar literature, but only such as would inter- 
est and benefit any cultured mind and heart. 

Fancy leads us into the future and presents to 
our gaze even this pleasing vision — a weekly news- 
paper in raised print, containing the most interesting 
items of general information, the choicest selections 
of poetry, and lectures, such as those of Joseph Cook, 
giving us the best scientific and religious thoughts of 
the age. If this is a fanciful vision, which we may not 
hope to realize in our generation, let us at least, by 
mingling freely in general society and proving our 
interest in these things, as well as our ability to make 
intelligent and practical use of them, awaken the right 
kind of interest in the minds of the people, thus scat- 
tering seeds of good, which shall spring up into a 
bountiful harvest by-and-by. 

"It may not be our lot to wield - 
The sickle in the ripened field; 
Not ours to hear on summer eves 
The reaper's song among the sheaves ; 
Yet where our duty's task is wrought 
In unison with God's great thought, 
The near and future blend in one, 
And what soe'er is willed is done,^ 
And ours the grateful service whence 
Comes day by day the recompense, 
The hope, the trust, the purpose stayed, 
The fountain and the noonday shade." 



ABILITIES OF THE BLIND. 167 

This was followed by a discussion of this subject. 
Mr. Lumb endorsed the opinion that the Louisville 
print was more trying to the fingers than the Boston. 
Mr. Sniead asked how it compared with the point 
print in this respect. Mr. Lumb thought it was not 
so trying as the point. Miss Hicks expressed a wish 
that the Sunday-school lessons might be printed in 
raised type. Mr. Smead asked for the opinions of 
others in regard to what should be printed. Miss 
Wainwright spoke of the desirability of having Cook's 
lectures printed. 

As it was late, a motion was now made to adjourn, 
which was carried, and the convention adjourned until 
9 A. M., Thursday. 



THE HERITAGE. 

BY MAY LOWELLj OF I 

The rich man's son inherits lands 

And piles of brick and stone and gold, 

And he inherits soft white hands. 

And tender flesh that fears the cold, 
Nor dares to wear a garment old; 

A heritage, it seems to me. 

One scarce would wish to hold in fee. 

The rich man's son inherits cares; 

The bank may break, the factory burn, 

A breath may burst his bubble shares, 

And soft white hands could hardly earn 
A living that would serve his turn; 

A heritage, it seems to me. 

One scarce would wish to hold in fee. 

The rich man's son inherits wants. 

His stomach craves for dainty fare; 



l68 THE ACHIEVEMENTS AND 

With sated heart he hears the pants 

Of toiling hands with brown arms bare, 
And wearies in his easy chair; 
A heritage it seems to me, 
One scarce would wish to hold in fee. 

What doth the poor man's son inherit? 
Stout muscles and a sinewy heart, 

A hardy frame — a hardier spirit ; 

King of two hands, he does his part 
In every useful toil and art; 

A heritage it seems to me, 

A king might wish to hold in fee. 

What doth the poor man's son inherit? 
Wishes o'er joyed with humble things, 

A rank adjudged by toil-won merit. 

Content that from employment springs 
A heart that in his labor sings; 

A heritage, it seems to me, 

A king might wish to hold in fee. 

What doth the poor man's son inherit? 
A patience learned of being poor, 

Courage, if sorrow come, to bear it, 
A fellow-feeling that is sure 
To make the out-cast bless his door; 

A heritage, it seems to me, 

A king might wish to hold in fee. 

O, rich man's son, there is a toil 

That with all others level stands; 

Large charity doth never soil, 

But only whiten soft white hands, — 
This is the best crop from thy lands; 

A heritage, it seems to me. 

Worth being rich to hold in fee. 

O, poor man's son; scorn not thy state. 
There is worse weariness than thine. 

In merely being rich and great ; 

Toil only gives the soul to shine, 
And makes rest fragrant and benign; 



ABILITIES OF THE BLIND. 169 

A heritage, it seems to me, 
Worth being poor to hold in fee. 

Both heirs to some six feet of sod, 

And equal in the earth at last; 
Both children of the same dear God, 

Prove title to your heirship vast, 

By record of a well-filled past; 
A heritage, it seems to me. 
Well worth a life to hold in fee. 



ADDRESS OF WELCOME. 

BY D. L. WADSWORTH. 

Delivered to the Alumni Association, June, 1885. 

Esteemed Friends, Members of the Alumni: 

Welcome, welcome. I am called upon at this 
time, as President of the Board of Managers of this 
institution, to perform a most pleasant and pleasing 
duty, namely, that of bidding you all a kind and cordial 
welcome. Not that I am well fitted to perform this 
duty, but that the happiest moments of my Hfe are 
when i am welcoming and receiving my friends ; and 
while there are but few ingredients in my composition 
given to apologies, for my motto in life is and has been 
to accept the situation, grapple with and surmount as 
best I could every obstacle coming in my pathway, 
but justice to you, and more especially justice to 
myself, demands at this time, if not an apology, a few 
words of explanation. 

A day or two since, as I was seated at my desk 
in my office, turning over sonre loose papers lying 
thereon, I found a letter addressed to me from one of 
the officials of your alumni, written some time previ- 



I/O THE ACHIEVEMENTS AND 

ous. Perusing its contents, I discovered that I was 
expected to deliver an address of welcome to you here 
to-day. The first thought that flitted across my mind 
was, impossible, impossible; I, a business man, with- 
out time for thought and preparation, and my whole 
life been devoted to commercial and financial interests, 
rather than literary attainments, or fitting for the ros- 
trum, and I was about forming my refusal and excuses 
when the words came ringing in my ears that I used 
to hear so often sung, way back, back in my boyhood 
days, at the good, old-fashioned Methodist camp- 
meetings in the woods, "Take me just as I am," and 
so, instead of framing my refusal and excuses, I said 
to my friend Lumb, "Yes; if you will take me just as 
I am," and so, kind friends, you have me to-day with- 
out manuscript, or but little thought given, and I 
rely on your magnanimity and the generosity of your 
hearts to excuse my shortcomings and inability to do 
you or myself justice on the occasion; and I will say 
first that the few brief remarks I shall make will be 
characterized with plainness and simplicity, rather than 
well cut and carved sentences. 

And now, on behalf of myself and my worthy 
associates of this Board of Trustees, whose highest 
aim and best thoughts are devoted to the success and 
welfare of the institution and the greatest advance- 
ment of those under our care; and now, on behalf of 
each and all of us, we extend our kind and heartfelt 
greetings, greetings that the heart alone knows and 
feels, but my words do but feebly express, and we wel- 
come you, one and all, members of the alumni, with 
a joyous, cordial welcome back to your former home, 
where you have spent days, weeks, months, yea, years, 
in fitting and preparing yourselves to go out into the 



AJBILITIES OF THE BLIND. I7I 

world to battle with life's stern realities. How well 
you have succeeded in accomplishing and harvesting 
the fruits of your labors, amid the many trials and dis- 
couragements that must of necessity have crossed your 
pathway to impede your progress we hope to hear 
and learn from your own lips, ere you go out from 
us, or to take the parting hand to say the kind good- 
by again. 

These reunions are of vast importance, profit, and 
pleasure to you all, and must be to us highly gratify- 
ing and entertaining, and I would say that they might 
be more frequent, and that in the near future we 
might meet again together with those that go from 
us and join your number this year, and enjoy the 
pleasures and blessings resulting from these meet- 
ings, for I regard them of great value and the accom- 
plishing of much good. But if, in the wisdom of 
Divine Providence, we are any of us deprived of the 
privilege of meeting again at your next regular con- 
clave, then my heart's desire and prayer to God is that 
our lives may be such that we all may meet in one 
grand, happy reunion on the other side, where Heav- 
en's music charms and the grand Superintendent of 
the universe presides. 

And while I am a stranger to most of you, as 
doubtless are most of the members of the board, there 
is a bond of sympathy and good will permeating oui] 
whole beings towards you. For our connection with 
the institution and its work, knowing, feeling, and 
appreciating the numerous wants, needs, and necessi- 
ties of the unfortunate under our care, our hearts 
should be likened to ribs of steel or the adamantine 
rock, were not our sympathies in their full vigor and 
all better elements of our natures aroused and 



172 THE ACHIEVEMENTS AND 

enlisted in their and your behalf; yea, more, and we 
declared unfit for and unworthy of the high and sacred 
trust reposed in us by our wise, noble, and patriotic 
Governor, whose heart is ever full to overflowing 
with kindness and goodwill, whose arm is ever out- 
stretched to save and protect the unfortunate of every 
class within the borders of our beloved state. And 
while we greet you to-day with all the joy and glad- 
ness of our enthusiastic natures, yet, as I look and 
behold you deprived of <^.-, of heaven's choicest bless- 
ings, my heart is pained, and a vein of sadness comes 
unbidden and mingles sorrow in the cup of joy. 

Still, as I look over the great State of Ohio, and 
see its numerous gigantic benevolent institutions, and 
its grand army of workers in humanity's cause, I can 
but exclaim, God bless our noble state, God bless the 
good work begun, and help us to carry it on. And I 
am proud to-day to know that my lot has been cast 
within its borders, that I am a citizen of its great com- 
monwealth ; for I do not believe there is another state 
among the galaxy of states that can so justly boast 
of their great charitable institutions, and their most 
excellent management as can our own ; and I care not 
whether you look either within our own or the one 
so near, the Deaf and Dumb, where its inmates are 
deprived of one faculty most dear that is so kindly 
reserved to you, or to the insane asylum, where the 
greater business pressure is, so tenderly and care- 
fully cared for by ever faithful attendants. Or turn 
to that magnificent structure and superbly fitted 
grounds, the Imbecile. There, too, you find the faith- 
ful. Christian band, strengthening and disciplining the 
minds, better fitting them for life's duties and enjoy- 
ments. Or within the penitentiary walls, we look and 



ABILITIES OF THE BLIND. 173 

see those who have outraged humanity and society ; 
still we find the best talent, the best thought of all 
parties concentrating to solve the problem how best to 
elevate those that are again to mingle in society, and 
to deter others from the commission of vice and crime. 
Or, if we turn for a moment to the industrial schools, 
or Reform Farm, there we find devoted workers devel- 
oping noble manhood and virtuous, self-sustaining 
womanhood. I care not where you look, you find the 
same good work going on under the beneficent, fos- 
tering care of our great state ; and while our schools 
are educational, they should be governmental and dis- 
ciplinarian, for in thorough discipline lies the great- 
est element of success ; without it, habits become 
loose, lax, and life's journey will prove a failure. 

In conclusion let me say that you have great rea- 
son for rejoicing to-day, for while you have one fac- 
ulty dethroned you have the noblest of all, reason, 
enthroned and can say in the language of Tupper : 

Place me on some desert shore. 

Foot of man ne'er wandered o'er; 

Lock me in a lonely cell, 

Beneath some prison citadel ; 

Still here, or there, within I find 

My quiet kingdom of the mind. 

Nay — mid tempest fierce and dark, 

Floating on peril's frailest bark. 

My quenchless soul will sit and think 

And smile at danger's dizziest brink, 

Wherefore, God my God, is still 

King of kings in good or ill. 

And where He dwelleth, everywhere 

Safety supreme, and peace are there; 

And where He dwelleth, all around, 

Wisdom and power and love are found ; 

And reconciled to Him and bliss, 



174 THE ACHIEVEMENTS AND 

We all can exclaim : 

My mind to ine a kingdom is. 

Again I say, welcome, thrice welcome. Kind 
adieu. 



PAPER READ AT THE ALUMNI ASSOCIATION. 

BY MR. HENDERSON, JUNE^ 1885. 

Mr. Brice : I had intended to read my own paper, 
but was prevented from some cause, and at my request 
Mr. Homer Henderson will read a very able paper in 
a very excellent manner, 

Mr. Henderson said that like Mark Twain he 
preferred to introduce himself, and after a few happy 
remarks Mr. Henderson read the paper on "General 
Education and Methods" : 

The committee might have selected an abler per- 
son to address you on so important a subject as the 
education of the blind. Therefore the consciousness 
of this fact brings me before you with some misgiv- 
ings as to my ability to present the subject in an 
instructive an entertaining manner. The ideas which 
I shall present to you have been gathered by observa- 
tion and investigation extending through a period of 
at least twenty-five (25) years, and as they are arrived 
at chiefly from the testimony of graduates from this 
and other institutions of the country they should be 
entitled to your serious consideration. Some of my 
views may seem extreme to many of you ; but I beseech 
you not to judge me hastily. Let careful reflection 
help you to make your decision. When the idea of 
educating blind persons first suggested itself to philan- 



ABILITIES OF THE BLIND. 175 

thropic people they met with certain grave problems 
which were necessary to solve before perfection could 
be reached: 

First. Should the blind be educated? 

Second. Can they be educated? 

Third. To what end should they be educated? 

Fourth. By what means should this end be 
reached ? 

The first of these problems may seem to us in the 
latter part of this enlightened nineteenth century 
trivial and not difficult to solve; but it was not so to 
those who first conceived the idea. Previous to that 
time it was looked upon as an impossibility to train 
and enlighten the minds of those whose visual organs 
were destroyed. But in the latter part of the eleventh 
century Duke Welf, of Meiningen, in Saxony, who 
was called Duke the Mild (he should have been called 
Duke the Bold), through his philanthropy and wisdom 
solved the first problem. He solved the second by the 
establishment of the first institution for the education 
of these people. 

The next problem was more difficult. "To what 
end should blind people be taught?" The Abbe Hauy, 
in the first part of the eighteenth century, conceived 
in a faint and imperfect manner the idea that the blind 
might be taught some of the useful arts, but it was 
left to the pioneers in America, John D. Fish and Dr. 
Howe, to conceive and set in operation the grand 
scheme of making blind people self-supporting by the 
fruits of their own industry. In 1828 the first insti- 
tution, namely, the Perkins Institution of Boston, was 
founded by these gentlemen. 

Then arose the most difficult problem of all — by 
what means shall this object be accomplished? While 



176 THE ACHIEVEMENTS AND 

there have been giant strides made toward the accom- 
plishment of the desired result, this problem has not 
yet been perfectly solved. 

The education of the blind may be divided into 
three parts — industrial, musical, a,nd literary. It is 
held by many educators that these three branches 
stand equal and co-ordinate with each other, but I 
hold with Mr, Chapin, of Philadelphia, if any distinc- 
tion be made in favor of either of these departments it 
should be made in accordance with the rule, the great- 
est benefit to the greatest number. He says, "I have long 
been convinced that the most important duty before 
us, and as yet almost entirely ignored, is to give the 
fullest industrial training to those who are inevitably 
destined to manual work." The industrial field has 
been materially widened in the last few years. Tun- 
ing and repairing pianos is taught with success in 
many of our institutions. The successful use of the 
sewing machine has now become a fact. While piano 
tuners and repairers can earn a good competency with 
their trade, the sewing machine as yet does but little 
more than render valuable assistance in the household. 

The question suggests itself, Is there not a field 
in which our girls can earn a good subsistence with 
their sewing machines ? I believe there is such a field, 
which if properly managed, and were competent 
instructors employed, would enable a majority of the 
ladies to compete favorably with a large class of 
sewing women. I refer to tailoring, or making men's 
clothing, which is now largely done by women, who 
do not only earn a subsistence, but in many cases, some 
of which have come under my own observation, have 
supported families, and even bought homes for them- 
selves. You will not find in the tailor shops now tables 



ABILITIES OF THE BLIND. I77 

full of cross-legged stitchers, only a cutter and perhaps 
coatmaker of the masculine order is now employed. 
This trade is divided into three branches as follows : 
Coat, pants, and vest making. The garment is cut 
out, and the pieces pinned together by the cutter, indi- 
cating where they are to be sewed. Then the garment 
is sent out, if it be pants, to a pantsmaker; if_ a vest, 
to a vestmaker, and an ordinary workman, in making 
pants or vests, can easily average from $1.00 to $1.50 
per day. I have known some women who, with slight 
assistance, have made $3.00 per day. Young ladies, 
behold the bright prospects before you ; bend your ener- 
gies to master the mysteries of the sewing machine. 

I asked a teacher once, who, by the way, was one 
of the most cojnpetent teachers in this department I 
have ever known, if, in her opinion, the girls could be 
taught tailoring successfully. She said she had not. 
Would not the coarse twist used in making button- 
holes in cloth, in connection with the heavy goods, 
make it much more easy to adjust the threads by the 
touch ? She replied that no doubt it would. Now, 
my friends, the buttonholes alone stand between you 
and that state of independence from which you have 
hitherto been barred. If the managers of institutions 
would interest themselves in this very important 
branch and employ good, practical tailoresses as 
instructors, the merchant tailors in the vicinity could 
be induced, by a little effort, to send their work to 
the institution to be made up. Let me recommend to 
the graduate ladies who have learned to use the sewing 
machine, that they go to some tailor in their neighbor- 
hood and learn one of the branches of this trade. I 
am positive they would succeed. In the other mechan- 
ical branches — broommaking, cane-seating, etc. — 

12 



178 THE ACHIEVEMENTS AND 

there is need of very thorough instruction under com- 
petent teachers. 

The pupil learns to tie corn on a broomstick and 
complete a broom perfectly; he learns how to put the 
cane on a chair seat, but too often this is all he knows, 
until sad experience teaches wherein he is lacking and 
pecuniary loss results, disgusting and in some cases 
entirely discouraging from any further attempt. When 
a pupil enters an institution the superintendent should 
discover, as soon as possible, the peculiar bent of the 
individual. If he has more taste and talent for some 
mechanical trade than for anything else, then his time 
and attention should be directed to the acquirement 
of this trade in all its minutiae. It is not enough to 
know how to make a broom or seat a chair in order 
to go to work successfully on leaving the institution. 
A broommaker should know how to buy seed, how to 
prepare the ground, and how to plant it, how to cul- 
tivate it, when and how to gather, cure, and clean the 
brush. He should know how to judge good corn from 
bad. He should know, on examining a bale of corn, 
whether the short would work up the long, the tex- 
ture of the brush. He should know if it is too old and 
too brittle. He should know where to buy corn and 
the prevailing prices. He should know the prevailing 
custom in regard to working up broom-corn on the 
shares. He should know how much corn to use for 
different kinds of brooms. He should know where 
to buy corn, and the prevailing prices. He should 
know how to select good handles, wire, and twine. 

I once bought a half ton of corn, set up my 
machine, and went to work. I found after getting 
into the corn that there was very little hurl, so I con- 
cluded to make stock brooms. I found great difficulty, 



ABILITIES OF THE BLIND. 179 

owing to the rottenness of the corn, but I succeeded 
in making nine dozen. When I took them to market 
they were so short and such a bad color that I could 
get only half price. This ended my broommaking. 
Had it not been the lack of knowledge on such appar- 
ently trifling points, I might have been to-day, ladies 
and gentlemen, a nabob. 

One young man related his experience as fol- 
lows : "I left the institution full of enthusiasm, deter- 
mined to carve out my fortune by making brooms. I 
secured corn, handles, twine, etc., and energetically 
went to work. I had worked the whole summer, and 
as the market was not what I thought it would become 
later I stored my brooms in the loft over my shop, 
but was horrified, when I was ready to sell, to find 
my brooms had all moulded and were rotten. I had 
never been taught that such would be the result if I 
packed brooms away damp. Though somewhat dis- 
heartened at this failure, I went bravely to work again, 
and remembering the lesson so dearly learned I took 
the precaution to dry out the brooms thoroughly 
before packing them away. Some months of extremely 
hot weather elapsed. I found a market and was ready 
to sell, but lo ! I found that my brooms had all fallen 
off the handles." The handles, like himself, had gone 
into the broom business too green. He never resumed 
that branch of industry. 

A few years ago a piano-tuner related to me a 
little of his experience. He had learned the tempera- 
ture and otherwise put a piano in tune, to put on 
strings, and something about the mechanism of styles. 
During one of his first trips he came across an instru- 
ment different in the arrangement of the action from 
any he had before seen. He seized hold of the handle 



l8o THE ACHIEVEMENTS AND 

of the action, and, as it refused to come out easily, 
gave it a wrench, when, alas ! smash went an octave 
of hammer pins. He had been taught that he should 
take the precaution to see that none of the hammers 
were up before removing the action. 

I do not hold that instruction can be so perfect as 
to prevent all mistakes, but I do maintain that a much 
higher degree of perfection can be reached than we 
see at the present day. 

In none of the departments is the lack of system- 
atic and efficient instruction so much felt as in the 
musical. The same rule holds in this as in other 
departments. If a pupil manifests a special talent and 
taste for music, then his chief energies should be given 
to acquiring such a knowledge of the subject as will 
best serve in after life. If he intends to be a teacher 
he should learn how to teach what he knows in the 
best manner. It is impossible to teach music thor- 
oughly without sight or its equivalent. Of course 
blind people depend entirely upon some other means 
than that of sight, and with efficient teachers these 
means are at hand. In the first place, by teaching nota- 
tion perfectly, not as it sounds, but as it is written on 
the page. Orally, a half note is equal to two quarters; 
written, it is an oblique O, with a stem extending up 
and down. When a pupil has finished his course in 
an institution he should have not only a thorough 
knowledge of the different branches of music, but he 
should know every character and abbreviation, its 
situation and its office, so that when a pupil describes 
to him certain lines and characters he will know at 
once and without a doubt its name and its relation to 
the music. Without this knowledge it is impossible 
for a blind musician to succeed as a teacher. No 



ABILITIES OF THE BLIND. lOl 

teacher should be employed in an institution who is 
not thoroughly acquainted with the best methods in 
technique and expression. There should be one sys- 
tem adopted and all the teachers should follow it. No 
new teacher coming in should be allowed to make a 
change. More attention should be given to voice cul- 
ture. There is a greater demand for good teachers 
in this than any other. A pupil needs not possess an 
extra good voice to enable him to become thoroughly 
acquainted with the subject. He needs only a compe- 
tent and conscientious teacher. The pupil may not 
become a singer himself, but he can become so thor- 
oughly acquainted with the vocal organs and their 
offices that he can readily distinguish correct tones 
from bad ones. This should be a department by itself. 
The teacher should not be expected to devote himself 
to anything but voice training. 

In making up a pupil's repertoire, too much care 
can be given by the teacher in regard to the style and 
kind of music a pupil should learn. While I do not 
depreciate or detract from the value and importance 
of the higher classical music, I do say too much time 
and attention is devoted to its study. If the graduates 
expect to succeed they must depend upon the good- 
will and patronage of the people where they locate. 
To secure this they must teach and perform such music 
as can be appreciated and enjoyed by those people. 
Don't think that a teacher can go out into the world and 
place himself upon a high pinnacle of classical exalta- 
tion, and say to the people, "Come up to me," at one 
step. It is his privilege, as well as his duty, to do 
all that he can to elevate the musical tastes wherever 
he may be, but it must be done gradually, step by step. 
Therefore, you must go to the people. 



l82 THE ACHIEVEMENTS AND 

The idea that is so prevalent among our people, 
that all music that is not severely classical is trash, is 
fallacious, and is a great stumbling block to their suc- 
cess. Why, I know teachers to whose sensitive organi- 
zation, produced by false teaching, the sound or the 
mention of a gospel hymn is a musical stench. Until 
teachers divest themselves of these false ideas they will 
never succeed. 

Let me give one illustration of the effect of these 
erroneous ideas : A young lady has finished her course 
in an institution. She has given much of her time and 
attention to the study of music, and understands and 
can perform that which she has been taught well. 
Soon after she returns to her home, the village 
church organist fails, from some cause, to make her 
appearance on Sunday morning. The prospect is that 
the church will be without music during that ser- 
vice. But Deacon Smith, who has the welfare 
of the church at heart, being a man fertile in 
expedients, bethinks himself of the daughter of neigh- 
bor Jones, who has just returned from the institution, 
and is an accomplished musician. Deacon says to him- 
self as he steps over to Jones : "A lucky thought of 
mine ; Jones' girl will fill the bill, and we'll have music 
after all." Miss Jones consents, and hurriedly makes 
ready to accompany the Deacon. They reach the 
church just in time for the service to begin. The choir 
sits expectant, and Miss Jones, as she takes her place 
on the organ-stool, is agitated. The leader selects a 
tune and asks if Miss Jones can play it — she never 
heard it. The gospel hymn book is gone through with, 
but alas, the few tunes which Miss Jones can play the 
choir do not sing, and not one of the many that the 
choir do sing can Miss Jones play a note of. The 



ABiLltlfeS of THE fiLiND. 1^3 

service is conducted withopt music, the Deacon is 
humiliated, and the congregation is disappointed. 

Miss Jones leaves the church, feeling that an im- 
portant part of her education has been neglected. Dis- 
couraged and disheartened, she goes home to brood 
over her failure, and the congregation leave the church 
with a doubt of her musical ability. Had she been able 
to play such common hymns as are usually sung in 
village churches, she would have made a patron of 
every member of the, congregation, and her success as 
a music teacher would have been then and there as- 
sured. 

My friends, it is just such small matters which 
make or mar us. The same general rule should apply 
to the conduct of the literary department. The main 
object in educating the blind is to prepare them to enter 
upon a life of usefulness and independence. Seeing 
pupils, when they finish their education for life work, 
their time is almost unlimited for their purpose ; there- 
fore, the variety of studies which they pursue may be 
much greater, and the extent to which they are carried 
unlimited. Not so with the blind. When they have 
finished their limited course in an institution, they 
ought to be ready at once to begin the vocation they 
have chosen, and with success. But, if so much of 
their time is taken up by studies, which only discipline 
and develop the mind, it is impossible for them to per- 
fect themselves in those branches which are necessary 
for the accomplishment of the great object. 

The custom which prevails in many of our institu- 
tions, of compelling the pupils to take a course of study 
of three or four years in the sciences, when the object 
is only to assist the pupils to a state of independence 
by perfecting them in such studies as will be of practical 



184 THE ACHiEVEMEiSTTS AnG 

use to them, is nonsense. Will the discipline and knowl- 
edge acquired in the study of botany, geometry, geol- 
ogy, psychology, astronomy, and the dead languages, 
help a man to make a broom or a girl to sew a hem? 
If it does not, then much valuable time has been 
wasted. Only that part of physics which will have a 
practical bearing on every-day life should be taught. 
Not more than one year should be spent in any of 
these studies. A fair knowledge of history and litera- 
ture will be of great assistance, and enable one to con- 
verse intelligently, and this ability always gives dignity 
to the professor, and commands the respect of his fel- 
lows. 

There are a few which might pursue these studies 
with success, but their number is so limited that it is 
criminal to waste the time of the many for the few. 
If the educators of the blind would, in their biennial 
convention, discuss these subjects in a practical manner, 
with the end to be accomplished in view, and decide 
upon some uniform methods to be followed in the sev- 
eral institutions, instead of wasting time on arbitrary 
notation, point print, versus line print or braille, and 
other like matters, the blind pupils of our country 
would profit by these conventions. 

In selecting teachers, a high standard of learning 
should not be the most important requisite. The abili- 
ty to teach what they do know in a systema'tic manner 
is of far more importance. A teacher should have his 
heart in his work, or he will never succeed. Money 
cannot pay an individual for the labor and anxiety ex- 
pended in sufficient work. I believe more good is ac- 
complished when blind teachers are employed in con- 
nection with the seeing. 

One of the drawbacks to 'the greatest prosperity 



Abilities ot the blind. 185 

of the institutions of this country is the practice of put- 
ting our institutions, because they are under the govern- 
ment of the state, in the same manner Hst of the clerk- 
ships and other offices, to be used by the party that is 
in power for the ignoble purpose of paying off political 
debts, regardless of the disastrous effects it may have 
upon them. Mr. Anagnos says in an article on this 
subject, "that the disastrous effects of this contemptible 
practice are so enormous that it would be very difficult 
to exaggerate them." Teachers and officers who have 
become skillful in their departments as teachers and 
directors are unceremoniously turned out for no higher 
purpose, or better cause than, says Mr. Anagnos, "to 
make room for corrupt politicians, and to gratify the 
hunger for office of their henchmen and satellites, who 
are howling on the confines of party strife." 

There are no more charitable institutions than our 
public schools. They are founded and supported by 
the people's money, and the people ought to look at it, 
and I believe the day is not distant when they will say 
with a loud voice, "We pay our money to make these 
people self-supporting and independent citizens, and 
politics and ]X)liticians shall not interfere to make inef- 
fective and abortive our efforts to accomplish this glori- 
ous end." 

My friends, let me say to you who have gone out 
into the world and taken your place as citizens, that 
you have a great duty to perform, namely, to do all in 
your power to elevate the class to which you belong, 
and to this end all your influence regardless of your 
political opinions should be brought to bear against the 
pernicious practice which interferes with the prosperity 
and successful workings of these institutions. 

The blind people in Ohio number several thou- 



186 THE ACHIEVEMENTS AnO 

sand, and their dwelling places are scattered, more gen- 
erally, throughout the state than any other class of 
people. The influence that they can bring by them- 
selves and through friends, if they will think together, 
would prove a power not to be despise^l. The first law 
is self-preservation, therefore we should have no poli- 
tics that do not look to the interest of ourselves and 
our class. Vote for no party that ruthlessly tears down 
and uproots the prosperous workings of our institu- 
tions. 



Mr. Bodle arose and made a few remarks. He 
called attention to the fact of how much value was 
placed upon a scientific education, and thought there 
were many present who could not understand the many 
trials that the people of the institution had had to con- 
tend with. In five years he could see many improve- 
ments, both in the institution and outside. He spoke of 
the telegraph and the wonders of the telephone, the 
ease and satisfaction with which the messages could be 
transmitted through the latter. He thought the insti- 
tution was improving, was building up, and would con- 
tinue to build. One of the gentlemen wished to reduce 
everything into the practical. He never expected to 
be a practical teacher, nor a practical mechanic. If 
the blind could accomplish an object as well as o'ne who 
could see, it would certainly tend to give the seeing 
person a higher idea of the mental capacity of the 
blind. The mind is the pleasure of the man to-day. 

He desired to clear the institution of any accusa- 
tion that had been against its methods. A scientific 
education did not interfere with a musical education. 
He could do one as well as the other. He had had two 



Abilities of the blind. 187 

or three hours a day to devote to music if he wished. 
He thought the old methods were giving place to the 
new. The institution had drawn a newer life from the 
old. He thought the time was but short when all 
would be on a level. In closing, he stated that he held 
the diploma of the institution, and was proud of it. 

Mr. Campbell: I congratulate Mr. Brice upon 
giving me a few practical ideas. I am going to work 
upon that idea for the reason that humbugs succeed. 
I was elected mayor because 1 v/as a humbug. I am 
a kicker by profession. I loathe talking of the blind 
as a class. I am a man, and every one of you here 
ought to be a man or a woman. I believe we are not 
here as blind persons, and we don't go out in the world 
as blind. Don't talk of ourselves as blind persons ; 
I never allow anybody to talk to me as though I were 
blind. Don't pretend you can see, but go everywhere, 
and do your work as a citizen of Ohio. Be independent 
as you can. li anybody talks to you as if you were 
blind, receive it as kindly as you can, but never act as if 
you were a diiTerent class. This paper is just on the 
idea that blind people are radically different from other 
people. It is not true ; it is altogether untrue. You 
are in this world, and I am, just as my wife and my 
neighbor and other people are in it, and we are to do 
our work just as well as other people. I wish to im- 
press upon those listening to me, the conception of 
some dignity, some manhood, about us. If we can do 
this thing, or that thing, it is a matter of surprise to 
our friends ; we talk around and somebody says, it is 
wonderful. Don't let them say it. We want to get 
people around us to say that we are just the same as 
they are. We don't want their sympathy ; we want 
their consideration ; we don't want their patronage ; 



loo THE ACHIEVEMENTS AND 

we want to go among them just as they go among us. 
If we want to get up the idea we are a different class, 
and get up a bHnd vote and run somebody for gov- 
ernor, we make a mistake. I want every one to stand 
on their manhood and womanhood. The idea should be 
to make men and women. 

Mr. Bliss : I had not intended to say much on 
this subject, but my friend rather draws me out. I am 
pleased to hear his speech, to know there are some who 
think the blind are not a class by themselves. We do 
not wish to be classed as a party, distinct from all 
others. We wish to mingle with the people and know 
them as they know us. I wish to say of this part of 
the general education we are referring to, that where 
all are equal we don't wish to be classed by ourselves. 
I desire to say to the people here, that when we go out 
into the world and mingle with the people, we wish to 
impart education to them as well as they to us. The 
idea was in the paper that educaton is for the sake of 
remuneration. I wish mine to be for something else. 
I started my education here. I am still trying to get 
one. We never complete it. If we get an education for 
music and stop there, how can we expect to talk with 
our neighbors on different subjects? How can we be 
men and women among men and women ? 

Mr. Brice : I think the aim of Mr. Campbell was 
all right, but the whole tone of his remarks was to 
crush my paper, and give you a wrong idea, and the 
extent of it was, that I wished to put leading strings to 
blind people and make them a helpless class. Blind 
people are a class. Blindness makes a class ; it is a 
peculiarity. If a man is blind, and that is a fact, what 
is the use of denying it? But it is not necessary to hold 
it up to the people and cry for sympathy. But if blind- 



ABILITIES OF THE BLIND. 189 

ness lessens their opportunities for acquiring an educa- 
tion that seeing people have, those opportunities should 
be made as much of as possible. A man goes out into 
the world with his mind, and wants food for it, but he 
also goes out with a stomach and wants food for it. 
(Cheers.) My idea is, while I want education in all 
higher branches, the first thing to do is to make blind 
people self-sustaining. Give them an education and 
teach them in such a manner as will make them inde- 
pendent, as nearly as possible, for their education will 
end with this institution in a great many cases. Mr. 
Campbell thinks a blind man ought not to admit he is 
blind. I believe one of the best requisites to be a man 
is to be truthful. If he lives a lie, and says he is not 
blind when he is, he is not truthful. 

Mr. Bohrer : This whole question is being evaded. 
The question is, Is our school the same as other schools ? 
I think it is not. The object of the public schools is to 
prepare the pupils who attend there to get an education. 

Mr. Welch : I return the compliment of the gen- 
tleman, and rise to a point of order. 

Mr. Bohrer : I appeal to the chair. 

The Chair: I think the gentleman is in order. 

Mr. Bohrer: This is the object of ordinary 
schools, but this school has an additional object. It 
has the object of preparing blind people to make a liv- 
ing, where the other schools do not. If this were sim- 
ply a school for preparing us to go to college, and we 
had some other places to go afterwards, where we could 
learn a trade, or if we had a music school to go to 
afterwards, the requirements of this institution would 
be different. This is a different matter. The question is, 
with the facilities we have, which is the most im- 
portant ? This thing of making men and women is all 



190 THE ACHIEVEMENTS AND 

very well, but I imagine myself going to the meat mar- 
ket and saying, "I am a man ; I can tell you all about 
the heart and lungs, and where they are situated, and 
what their functions are, and all about the beef, and 
what they do with hides, and how they prepare them ; 
I can tell you all this because I am a man, and I want 
a pound of porterhouse, but have no money." My 
knowledge about the beef might be all right ; it would 
not help me get the steak. I took the scientific course 
in this institution, and have never found that it helped 
me very much in procuring a living. Mr. Campbell 
has been very much favored ; he had money to back 
him, and friends to put him in position, and we con- 
gratulate him on his good fortune ; but there are dozens 
of us' to whom these aids have not come. I would ask 
whether a school of this kind should be adapted for the 
few, or the many? It should benefit the greater num- 
ber, so far as a class is concerned. The fact is Mr. 
Campbell is a blind man, and no amount of theorizing 
will get him away from that fact. If he sits down to 
a strange table, and wishes to know where his butter 
has been placed, he must ask, and when he is told he 
must make similar inquiry for bread, water, etc. In 
nearly every circumstance in life he is under obligations 
for some sort of assistance, which would not have been 
needed if he were not blind. This simply proves that 
we are not the same as other people. A man is foolish 
to try to make himself believe he is not blind because 
he does many things other men do. He has to accept 
the fact and deal with it. I do' not say the school should 
not teach the sciences, but I know there are other things 
of more use. A knowledge of the sciences is good to 
have. Mr. Campbell asks blind men to learn every- 
thing; to learn science, music, literature, and mechan- 



ABILITIES OF TIIK BLIND. I9I 

ics. Everything. That is the trouble with this school ; 
it tries to teach too many things. A man usually gets 
a common education, and then devotes himself to a 
specialty. Give a man music, if he wants it, after he 
has an ordinary education, then he has the means with 
which to make himself a man. 

Mr. Harper : I want to speak of that part of the 
production read in our hearing, where the reference is 
made to broommaking. I am glad to say that is my 
trade or profession, and I am proud of it, because I 
have made it a success. I object to the way the gentle- 
man put it in the paper read in reference to that. It 
seemed to me that he was jeering at the idea; rather 
thought it could not be a success. I am very sure with 
the experience that I have had in the business, that it 
can be a success if pursued in the right way. I be- 
lieve in every avocation of life ; in a man doing the 
very best in his power ; and whatever he may be called 
upon to do, to do it well. I left this institution twenty- 
six or twenty-seven years ago, and went into the broom 
business ; thought I could make it a success, and I have 
done so. I believe every other man that pursues that 
branch of business, if it is his calling, can make it a 
success. He spoke of the knowledge a man should 
have of the business in order that he might be able to 
select his corn, and select his seed, and I do understand 
it. That may be well enough, but the idea the man 
holds as to how he ought to be able to make the shorter 
work the longer, I don't understand. I think he ought 
to have common sense enough to know how to make the 
longer work the shorter. The gentleman may think 
that can be done, but I don't see how it can. I was go- 
ing to say, without speaking boastingly, I have made it 
a success, and I am proud of the fact that I am a broom 



192 THE ACHIEVEMENTS AND 

manufacturer, and go out and sell my brooms just the 
same as any other man. I have just as many thousands 
now as I had dollars when I commenced, and I have 
made it all. fairly and squarely in the broom business. 
Mr. Couden : It seems to me that instead of dis- 
cussing the question before us, we are getting away 
from it. The question is upon education. Now, we 
must admit this, that education in its highest sense is to 
develop all the powers that lie within the mind and 
soul of man, but when we come down to the education 
of the blind, and speak of what is best for them, that 
is another matter. I think the best speech by far that 
has been made upon the subject has been made by Mr. 
Bohrer. I think that speech was practical and to the 
point. The great trouble with our education here is that 
we have not time, and we have not the facilities. There 
has been a good deal said about the improvements, 
the advancements in the methods which assist in the 
education of the blind. I remember when I first en- 
tered the institution there was nothing, hardly, in the 
way of getting an education. The man who was the 
principal teacher in those days, Mr. G. L. Smead, 
chafed under that, and endeavored to get the things for 
his pupils, but the state of Ohio had not been educated 
up to that point and the pupils were denied what they 
have to-day. I believe through that man's efforts the 
institution has ben able to give the young men who are 
here to-day a better education than I received in my 
day. I believe this discussion is productive of good in 
these particulars: If we" can bring before the people 
of Ohio the ideas advanced here to-day it will be the 
means of educating the people, so they will understand 
better the needs of the blind. To bring a man here for 
seven or eight years and expect to educate him also so 



Abilities of the blind. 193 

that it will enable him to cope with the world is simply 
absurd. Whereas, we must take into consideration, 
also, that he is deprived of sight, and it does take him 
longer to learn than it does those who can see. I used 
to think, when I first came here, it was so strange that 
blind people thought they had better minds than people 
who can see. I have heard the most absurd remarks 
about it ; people who thought they were going to set 
the world on fire when they went out, and they were 
mistaken. I have not had much success in the world, 
although I have had some. I never prate about my 
blindness. I do my work as much like a seeing person 
as I can. I have taught the people of my denomination 
when they are talking or writing about me to leave the 
word out. It is true that I am blind, but I don't wish 
to have that for a prefix. The one thing I try to do is to 
hide it from the people ; I don't wish them to dwell 
upon that fact. We must look at things as they are. 
"We must stare fate in the face, and your heart will 
be easy if it is in the right place." We must recognize 
the fact that we have not the facilities that other people 
have. The idea of these discussions is, that we may 
improve these methods. I have come a thousand miles ; 
we have come from all parts of the United States to 
lend our aid in accomplishing that. I came here to see 
and to enjoy my friends ; then I came laden with experi- 
ence. If perchance, I may help some one that is looking 
to help himself. But I have come to this reunion with 
the idea of giving all the help I can in increasing the 
facilities of educating the blind pupils who are to come 
after us. We know wherein we have failed ; we know 
wherein we have come short, or the means fallen short. 
Can we help them ? I say this discussion must be pro- 
ductive of help ; the ground is well taken, that we 

13 



194 THE ACHIEVEMENTS AND 

have not time, have not facilities. I believe the blind 
ought to be educated first, just as other people are; 
then I believe there ought to be a place where they 
could be trained in an occupation, then go out into life. 
I agree that all the qualities and powers of the mind 
ought to be developed, and then the man will be bet- 
ter qualified to make terms, if he understands chemistry 
and the sciences, than if he did not. 

Mr. Welch : Mr, President, I am in favor of 
giving those deprived of sight a mathematical course, 
a scientific course, and training them in all things, and 
then let them select from the store on hand that which 
will be best calculated to bring the greatest amount of 
good to the most people. Somebody said a while ago, 
that if Mr. Campbell was going along the street with 
his child's carriage, and should spill it in the gutter, 
and somebody came along and picked it up, he would be 
under obligations to that person. I deny the assertion. 
I say that every man owes those things to his fellow- 
man, regardless of his physical condition. Whenever 
we can be of help to each other, whenever we can be 
productive of happiness to others, it is our duty, and 
we should do it. We are under obligations to each 
other for all the attention we receive, blind or seeing. 
I tell you there are none so blind as those who will 
not see, and I am proud of the position of Mr. Camp* 
bell. I am proud of the position, and I am proud to 
know that some of those who have been deprived' of 
sight have the normal courage and mental force to 
present this before the world, rising far above that old 
'prejudice, that because a man or woman is deprived of 
sight, they are lower than the human family. Mr. 
Couden tries to hide it. To say a "blind preacher" 
would be out of place, because he would be teaching 



ABILITIES OF THE BLIND, 195 

those who can see. These prefixes are a habit of those 
who use them without meaning harm. Let us try to 
remove such things, and place ourselves, as far as pos- 
sible, by our merits, among the best of the world, grasp 
anything within our reach, and use that which is most 
beneficial. The mind is capable of great expansion 
and developmnet. Let us use every possible available 
means of reaching the highest degree of mental de- 
velopment and culture that is attainable. Let us use 
it to the best advantage, always striving to accomplish 
that which will be of the greatest good to the most 
people. 

Mr. Campbell : The remarks of Messrs. Bohrer 
and Couden seem to refer to this education only as it re- 
lates to the blind. It was on the broader question of the 
day. The question is, Should we turn our schools into 
industrial establishments? Should we single out our 
children there to be fitted for a trade? They say that 
when we are discussing education, we are doing so 
with reference to the blind, and therefore this industrial 
question is peculiar to the blind, because they must be 
fitted to take care of themselves. I say the question is. 
Shall all our schools be turned into industrial establish- 
ments ? Shall we fit a man with a trade to make him a 
good citizen? I take the negative of the question. Is 
blindness a fact? Of course it is; and a blind man is 
nothing else than a blind man ; but it is not necessary 
for me to think of myself all the time as one. Men need 
to think of what they are doing, what they are going 
to do for the world, not of themselves. 

I have observed that pupils who go out as pupils, 
and return as teachers, get to thinking of the blind and 
of nothing else. I thank God I never wanted to come, 
and I would have been thankful to anybody that would 



196 THE ACHIEVEMENTS AND 

have kept me out if I had wanted to come. Blindness 
is a fact with me. I have been a candidate for office ; 
it was not in the way. The whole town was hallooing 
at me. The electioneering dodge was that I was blind 
and could not perform the duties of the office. I did 
not use it. Mr. Bohrer has said that I have been par- 
ticularly favored. How? I don't know that I have 
been any more favored than any other pupil of the 
institution. We have all been favored. There is not 
a man who can not look back and see where he has 
been favored. I have gotten everything by fighting. 
I don't ask favors, don't intend to ask them; if you 
begin to play a game of chess, and take odds, don't take 
it to heart if you lose. (Cheers.) True, I have been 
backed by friends, but I have had enemies that have 
dogged every step that I have taken ; I thank God for 
it. I am proud of my enemies ; I say a man leaving 
this institution at the age of sixteen or seventeen, with 
a purpose of making something of himself in whatever 
line is open to him will not be a failure ; or in journal- 
ism, or in whatever line is open to him, will be able to 
make a living. 

He may fit himself for law, and make a living. 
He may fit himself for law and make a failure; 
or in journalism, or other things, but he will always 
find something to do. If Mr. Brice had stuck to the 
game of trading, with which he started out, he would 
have been a rich man. I went to him one day with a 
splendid pocket-knife, and he traded me out of it. I 
had a meerschaum pipe, which he said he would like 
to have, and I asked him what he would give me for it. 
After fishing around in his pocket for a while, he 
pulled out something, and I asked what that was ; he 
said, "An old set of teeth." He insisted on the trade 



ABILITIES OF THE BLIND. I97 

until he had the pipe and I had the teeth. (Laugh- 
ing.) If he had stuck to that, don't you suppose he 
would have been rich? 

Mr. Lumb : I cannot understand the assertion of 
the gentleman from Youngstown, touching the grad- 
uate teachers of this institution. He repeated the same 
thing here five years ago. He stated that the gradu- 
ates, who have returned as teachers, are always talking 
about themselves and the blind. Now, on behalf of 
my associate teachers, I resent and repudiate that part 
of the gentleman's statement in which he says that we 
are always talking about ourselves. In reference to 
the latter part of his charge, in which he says we are 
always talking about the blind, I am proud to plead 
guilty. That is what the State of Ohio employs us for, 
to talk to and to talk about the blind. Any man who 
is interested in his work will talk about it — about the 
best means to be employed in doing his work well. 
That is one reason why we are talking about the blind 
now. Above all other subjects, it is the one which 
should engage our attention the most. Every hour in 
the day we should talk about, and seek to learn some- 
thing about, this great work of educating the blind, in 
which we are engaged. I entirely agree with the 
author of the paper that in a school like this we would 
be intensely practical. It is of the utmost importance 
that the pupils should be able to earn a living when 
they leave the institution. I believe that the ladies 
and gentlemen of this convention will bear me out in 
the statement that any one of our graduates is far bet- 
ter off when he leaves the institution if he has a good 
common school education and knows how to make a 
broom, tune a piano, how to give a music lesson, or 
how to do anything by which he can earn a living, than 



198 I THE ACHIEVEMENTS AND 

he could possibly be with a theoretical knowledge of 
the sciences, such as chemistry and physics, and not 
possessing that more practical knowledge to which I 
have referred and by which he must earn his bread. 
Our mistake in the past has been that we have been too 
idealistic and not sufficiently practical. 

You will pardon me if I refer again to Mr. Camp- 
bell's remark touching the blind. It does not follow 
that we are brooding over our condition if we do talk 
a good deal about it. I do not think it well that we 
should be overly sensitive upon the subject of blind- 
ness. My friend from Youngstown is known all over 
the state as a blind man. Some years ago, a prominent 
citizen of Cincinnati asked me if I was acquainted with 
the blind editor of Youngstown. A former governor 
of this state spoke to me of Mr. Campbell as the blind 
politician. And so it is, everywhere I go throughout 
the state, north, south, east and west, I hear the gen- 
tleman referred to as the blind politician, the blind 
editor, the blind mayor. A member of the legislature 
from the Western Reserve said to me, last winter: 
"Mr. Campbell has demonstrated to the people from 
Youngstown that a blind man can fill an executive 
office, and fill it well." I rejoice in the reputation 
which he has made for himself, and I am proud of him. 
Mr, President, in conclusion, I repeat that we must not 
be too sensitive upon this question. 

Mr. Brick: Moved that the discussion be post- 
poned until afternoon, and that the house adjourn, 
which was carried. 

Association met as per adjournment, and was 
called to order by the President at 2 :30 p. m. Discus- 
sion of educational papers continued. 

Mr. Welch : It has been intimated that there 



ABILITIES OF THE BLIND. I99 

lias been sufficient said concerning the paper, but there 
is one thing which has been thus far totally over- 
looked, if not forgotten. That is, the early training, 
the laying foundation for the future education of the 
boys and girls, especially of the boys as they enter the 
institution. The training of the morals and habits, 
how to reach that which is evil in their disposition, or 
evil in its tendency, and inculcate that which will lead 
to the path of honor. It is not an easy task for those 
who have charge of the boys of seven to fifteen years. 
It is no light task to shape the morals and habits of 
these boys. To this one point I would call your atten- 
tion in particular. If the proper foundation is laid, the 
future structure can be erected with some security 
against the storms of immorality and future habits. 
It is the habits formed, the impressions made in early 
childhood, that shape the characters of men and women 
in after life. There are exceptions, but the excep- 
tions are scarce. The idea has been hinted at here 
that a mere maintenance is all that is necessary. Some 
think to make money merely to acquire bread and but- 
ter. I think that is a mistake. 

Mr. Van Cleve : The topic, as I understand it, 
is how to make the education of the blind practical. I 
believe the question of making the education of the 
blind serviceable is one great question that must occupy 
the attention of every teacher in this school and every 
interested blind person. We have to encounter two 
opposing ideas — one we must ignore, and the other 
make less of. The idea of calling us a class is always 
offensive. I could never understand why, I always 
regarded myself as a class, at least, as part of one, and 
regarded myself as an interesting investigation. I 
have found in my observations of society in general 



200 THE ACHIEVEMENTS AND 

that, in dealing with all classes of people, the sympathy 
we receive from them is about the same. I met a man 
in the street-car one cold night, who, in a broken 
accent, said, "Don't you want to come over here and 
sit down by the fire ?" I sat by the stove to please him. 
Another party says to me, "I just want to tell you, 
whenever I see a poor blind man I want to patronize 
him." Every seeing person feels that way. There 
seems to be something in the lack of sight that appeals 
to the tender feelings. There are some afflictions that 
make you afraid of people, but it is not sO' with 
blindness. 

I think the practical question is, How blind people 
can be made useful in the world. I consider it my 
duty, my Christian duty, to undeceive people when they 
are inclined to give me sympathy, for I consider myself 
a humbug sometimes. If you will take people from the 
laboring classes to the highest society, the very same 
questions will be put to you by them, the only difference 
being that refined people have different ways of doing 
it. I know a man who is quite a society man — very 
much of a favorite in society, who has the fault of 
being very sensitive. He always gets angry when any- 
body asks- him how he tells time. If I had a dollar for 
every time I have been asked that question I should be 
independently rich. I have been amazed to know that 
people of culture will ask such silly questions. That 
blindness brings a peculiarity is inevitable, and perhaps 
not undesirable. A part of the education must be 
taken into the consideration. We must not expect the 
blind to be better or smarter than other people. There 
is not a lawyer breathing who simply, by his brain and 
pluck, can make a liv^ing before he is thirty or thirty- 
five years old. How can blind people, then, inside of 



ABILITIES OF THE BLIND. 20I 

ten or seven years, accomplish the same results ? There- 
fore, it is no disparagement to say they need more 
time. The English education is purely realistic. The 
American, on the other hand, makes it too ideal. It 
makes them long for things they cannot have, and they 
are not fitted to procure the means by which those 
enjoyments can be obtained. Blind people are more 
emotional than seeing people. I have never heard a 
blind player who did not play better than a seeing one, 
other things being equal. The blind have certain pre- 
dominant weaknesses, which may be understood by the 
generality. If you are going to make the blind prac- 
tical in anything, they must be fitted for what they are 
going to do ; for instance, a newspaper man must have 
quickness. I found when I got on a newspaper that 
I had to learn those things. You cannot learn them in 
school. All education is a smattering ; there is no 
such thing as being complete for life ; the way to learn 
to live is to live. I believe the graduates of this school 
should be able to do something. They should be able 
to teach music as well as the corresponding seeing 
people. It is not fair to expect of us any more than 
they can do. I believe one mistake is, that we allow 
too much of our time to go out to things that are pleas- 
ure. We should spend a certain amount of time in 
drudgery. I can bear testimony that the blind don't 
like drudgery. We should not resent assistance, and, 
if necessary, should ask for it, but do not ask for what 
you do not need. People are not so much to oppose 
as they are to distrust us. 

]\Ir. Welch moved that the discussion close, and 
the regular programme be proceeded with, which was 
carried. 



202 THE ACHIEVEMENTS AND 

Dudley, Mass., May 30, 1885. 
Henry Snyder, Jr., Esq. 

Dear Sir : Your letter of invitation to attend the 
fourth reunion of the officers and Alumni of the Ohio Insti- 
tuition for the Blind came duly to hand. 

It would afford me unspeakable pleasure to revisit the 
scene of my labors forty years ago; there to witness the 
progress that has been made by its succeeding superintend- 
ents and general managers, which I am happy to learn, by 
current report has been commensurate with the lapse of time 
and the enlarged accommodations, which have been freely 
furnished by the people of Ohio and the liberality of the 
State Legislature, even from the day of the first formation 
of the school down to the present time. 

I rejoice at the benign spirit of charity that has ever 
manifested itself in works of philanthropy, in the shape of 
charitable institutions, designed to mitigate the misfortunes 
of the affiicted, who, from any cause, enjoy less than the 
most fortunate of mankind; and I have only to regret my 
inability to accept your kind invitation, and thus renew my 
kindly associations with the officers named, and also those 
on the committee of reception, with whom I have had the 
pleasure in the past to be on the best of terms. 

I salute them most cordially, as I do others that may 
come to participate in these pending festivities. I should be 
happy to greet yourself personally and the other officers — • 
present officers of the Institution, and canvass awhile the 
current history of its affairs, as well as that of the personal 
life-report of individuals named in the published catalogue 
of your school for now nearly fifty years. Please be assured 
that my interest in its welfare has never faltered, and that 
while some of its officers in the past have fallen at their 
post of duty, I rejoice that young and vigorous men and 
women ever stand ready ,to enter the list and carry on the 
work till they rest from their labors and their works follow 
them. In conclusion, permit me to say, that I shall ever 
rejoice to hear that your Institution is in a prosperous 
condition, filling the measure of its usefulness to the full 
to those for whom it was designed. 

Respectfully yours, 

A. W. Penniman. 



ABILITIES OF THE BLIND. 203 

Davis City, Iowa, June 1, 1885. 
Mr. Snyder. 

Dear Sir: You will please accept thanks for the gen- 
erous invitation given to attend the re-union at Eddington, 
and permit me to say, that nothing would give me more 
pleasure than to do so, but I fear that it will be impossible 
at this time. However, I will make an earnest effort to 
come. I have long desired to visit the Institution, and par- 
ticularly on occasions of this kind when I should hope to 
meet some of my old friends. 

Since I left school I have never met any of my teach- 
ers or schoolmates, but they are not forgotten, and will 
ever hold a place in my m.emory till time with me shall be 
no more. 

I send warm greetings to all, and will just say that I 
should like to hear from any who remember me. If the 
proceedings of this re-union are printed will you please sei.d 
me a copy. 

Yours, with respect, 

Salina R. Craig. 



MY MORNING PAPER. 

BY CARRIE E. LYON. 

Read to the Alumni, June, 1885. 

A written essay is not much to be demanded of 
one, and I seat myself comfortably, pencil in. hand, 
blank sheet before me, prepared, as I confidently sup- 
pose, to produce the required article in the short leisure 
hour at my command. But confusion awaits me at the 
outset. To write an essay one must have a theme, 
undeniably, and I have none; the lack confronts me 
suddenly, and I am daunted thereby. There is no scar- 
city of themes to complain of; they are everywhere 
about me, legions of them ; they lie hidden in the books 



204 THE ACHIEVEMENTS AND 

upon my table, and look out from the pictures on my 
walls, they may be found in any of the sights and 
sounds outside my window — above, below, in cloud, 
on leaf or tiniest blade of grass that bends to the pass- 
ing breezes, or in the sweet sunshine that fills all the 
space between. Themes? They are more plentiful 
than blackberries down by the old wall in August. 
My dilemma is worse than that of the avaricious guest 
to whom the Lydian king displayed his treasures ; it 
is the embarrassment of riches, and I am perplexed. 
The moments are hurrying by, my allotted hour short- 
ens perceptibly. As I ponder one subject after an- 
other, only to reject -each for one more promising, a 
shrill voice, faint and far up the street, tells me of the 
newsboy's approach. Nearer and nearer comes the 
oft-repeated, "Morning paper," till I hear the well- 
known step upon the bricks below, and then, with a 
whiz and rustle, my daily paper is flung in at the open 
window and falls at my feet. 

My theme, I say, as 1 take it up, damp and odor- 
ous still from the press ; each of its eight closely filled 
and printed pages rustles out a pleasant promise as I 
unfold and glance over them. Telegrams, cablegrams, 
communications and reports, rumors of wars to come, 
politics and gossip, stocks and markets present them- 
selves in rapid succession. What an institution it is 
to be sure which thus enables one to take a run over the 
world and exchange morning greetings with his friends 
at the antipodes before breakfast. A luxury which 
princes but a few years ago might have sighed for in 
vain, but one with which to-day any poor man may 
flavor his coffee — nay, it has already ceased to be a 
luxury, and ranks now among the common necessaries 
of life with all well regulated citizens, who could as 



ABILITIES OF THE BLIND. 205 

easily dispense with the coffee itself or the sun or any 
equally time honored institution. We Americans are 
proud of our institutions. We set them up in high 
places wherever we can reach, and not content with our 
own lavish appreciation, challenge loudly the admira- 
tion of our neighbors. The newspaper is undeniably 
a well established institution, and a great one. True, it 
can claim no exclusive nationality ; it is cosmopolitan 
or nothing ; but its American representative has an 
individuality so marked, yields a power so peculiar, as 
almost to stamp it with a distinct nationality. I look 
upon my Herald with increased respect as I begin to 
realize its importance in the public economy. Yester- 
day, but a few hours ago, it was but a blank, meaning- 
less sheet of coarse paper ; to-morrow it will be but 
paper again, its proper place the waste basket — for 
who cares, nowadays, for yesterday's paper. But to- 
day it is a living, active power; a forceful, resounding 
voice will be heard and heeded. I am holding in my 
hand a great national educator, a type and outgrowth 
of liberty, the very index of our colossal civilization. 
Journalism, which to-day ranks both as an art and a 
great industry, throughout the civilized world, has 
sprung Titan-like into being within a single century, 
not that the newspaper was an unknown quantity in 
the social problem prior to the eighteenth century. So 
natural an outcome of the art of printing could not fail 
almost immediately to follow its invention. But, when 
in 1 78 1, the first newspaper was established in the 
United States, journalism as an art was in its puny 
infancy. The close of the nineteenth century finds its 
nursling a power whose reach is wide, whose force is 
well-nigh immeasurable. This is especially to be said 
of the American press, whose growth and develop- 



206 THE ACHIEVEMENTS AND 

ment has been going on under the walls of the temple 
of the American Moloch — liberty — the interpretation 
of which is license. Free speech and free press is at 
once the watchword and the boast of the greatest peo- 
ple under the sun, and, fostered thus, the seed sown by 
Franklin in 1781 and scattered broadcast has sprung 
up in every corner of our territory till the actual amount 
of reading matter given to our public is enormous ; 
nay, the number of newspapers alone — daily, weekly, 
secular and non-secular, political and social — is almost 
incredible, while journals, magazines and periodicals 
are no whit behind in number and importance. All 
this cannot fail to fix the taste and mould the character. 
We are pre-eminently a race of newspaper readers, to 
the no small neglect of a less ephemeral and more 
instructive literature; hence, the newspaper, with its 
sister periodicals, is rapidly becoming the chief educa- 
tor of our people, superseding, nay, it has already 
superseded, those older and safer guides, the pulpit, the 
platform, the drama, almost the school and fireside. I 
look more carefully over the contents of my morning 
paper, as the great scope of the work and its influence 
is borne in upon me ; surely, I say, the teaching which 
is thus sent broadcast over our land, to enter and color 
the minds of young and old, should be pure and whole- 
some; surely, it were suicidal to mingle poison or 
impurity with our mental food. 

Alas, my eyes fall upon records of shameful crime, 
told with more shameful detail ; upon tales of scandal, 
and columns of coarse or profane wit, upon political 
recriminations and personal controversies, attacks upon 
all that men hold most sacred — reputation, religion 
and home ; all this, and much more, speaks to me 
through the columns of my morning paper, of the 



ABILITIES OF THE BLIND. 207 

corruption and dire evils of our present system of jour- 
nalism, and of the pressing need of cleansing and 
reform. Where will this evil stop, what can cure the 
well-nigh irreparable mischief already done? The 
remedy is plain to see, simple to state, but also hard to 
apply, for prophets of reform are without honor in their 
own country, and the multitude are deaf ; yet salvation 
lies that way, and a pure, wise legislation, which will 
restrain the license of a free press, and guide its liberty 
into good and healthful channels, will alone lay 
a sure foundation upon which will be built a high, 
ennobling public sentiment. Here is a wide and 
worthy field for the journalist, a work, which, if 
properly done, will call into requisition every power at 
his command. 

A man who would first grace, then ennoble his 
profession, must be no laggard; and the journalist no 
less must do with its might whatever his pen findeth to 
do. His responsibilities are not light ones ; his oppor- 
tunities can scarcely be over-estimated ; much is re- 
quired of him to whom much has been given ; yet, will 
the reward be commensurate with the labor done, and 
success follow close upon effort. My paper dropped 
from my hand long since and lies now upon the floor 
at my feet ; my leisure hour is more than spent, 
and still, as I reflect, my subject broadens and 
deepens. I begin so late to realize the magni- 
tude and importance of the theme I have ven- 
tured to touch upon, and my own inadequacy. This 
matter is too difficult for me, I say, and laying by my 
useless pencil with a sigh, I lift my fallen paper once 
more from its humble resting place upon the floor. 



2o8 THE ACHIEVEMENTS AND 

AN ADDRESS ON PRACTICAL MUSIC TEACHING. 

BY T. H. HOPKINS. 

Read by Mrs. T. H. Hopkins at the Alumni Association, 
June, 1885. 

Dear Friends of Our Alumni: 

I am invited by your committee to give you an 
address or to prepare a paper on practical music teach- 
ing. Had you desired me to compose or arrange for 
you music, I should have accepted with less reluc- 
tance. Addresses and essays have not been in my 
line of work. There were two reasons, however, 
leading me to accept — one my earnest desire to help 
in making our reunion pleasant and profitable ; the 
other, I liked the subject you gave me, have thought 
much tipon it, and am glad of this opportunity to 
express my views. 

"Practical music teaching" — three good words. 
"Practical, something that can be performed," as 
against "theoretical, something existing in the mind 
only." The work of the world, in all ages and in all 
places, has been performed by the practical man, while 
the men with theories only as to how it might be done 
are brushed aside and forgotten. Music, "melody, 
harmony" ; how much of the thought of mankind the 
word covers. Its influence can no more be estimated 
than can the influence of this beautiful June sunshine 
and air, which fills us with new joy and thanksgiving. 
Music will touch the lowest and most ignorant with 
an uplifting influence, and a great king acknowledged 
the power of the simple melody of the shepherd lad's 
pipe to exorcise his evil. 

Can we conceive what this world would be if now 



ABILITIES OF THE BLIND. 209 

all music could be stricken out of it, not a lark soar- 
ing toward heaven, singing as he flies ; no more the 
little bluebird telling us his happiness in his morning 
song; Beethoven, Handel, all gone and their incom- 
parable music with them ; no more to hear our little 
children singing their Sabbath hymns ; all our great 
singers hushed. Thanks to our common Father, this 
can never befall us. He will go on working his mir- 
acle of music in nature, and it may be our great privi- 
lege in our sphere to make more music to gladden and 
comfort mankind teaching this beautiful art. For 
thirty-four years I have been striving to teach prac- 
tically. Looking back I can see my successes and fail- 
ures, but never a time when I have regretted adher- 
ing to a resolve made at the beginning of my work, 
to be thorough and practical. I have everything to 
thank this Institution for. This dear home and the 
kind teachers who taught and cared for me. Dr. Mar- 
shal has said. "The word 'know' stands central in 
the law of the teacher." "Knowledge is the material 
we work with." 

First. To be a practical teacher one must be a 
thorough musician. This implies a knowledge of nota- 
tion, all the varieties of intervals and scales, harmony, 
rhythm, with all its varied forms of accentuation, 
transposition, modulation. He must be able to classify 
human voices, and have a good knowledge of the (qual- 
ity, power, and temperament of the instruments used. 

Second. The teacher must study the capacity 
of each pupil and be able to adapt his work to the 
peculiarities of each. Only in this way can he impress 
upon them his personal desire that they shall succeed, 
remembering that the success of the teacher depends 

upon the success of the pupil. 

14 .. 



210 THE ACHIEVEMENTS AND 

Third. The teacher to work at his best must have 
a prescribed course of study, working toward a defi- 
nite point. In my view it is a question of work accom- 
plished, not the time spent in the study which should 
write finis upon it. 

There is a great advantage in frequent public 
exhibitions of the pupil's skill as he advances in exe- 
cution to encourage confidence and overcome embar- 
rassment, the latter being a great hindrance to success. 

Fourth. I believe we should labor so to cultivate 
the ear that the pupil can name the tones when heard. 
This is difficult, and thought by some so difficult as 
to be impracticable, but "that which has been done 
can be done." It may be the work of years, and to be 
accomplished the pupil should be exercised daily with 
this object in view, and all instruments used be tuned 
at a uniform pitch. Instruments of bad action and 
out of tune should not be allowed if we desire the 
best results from our teaching. So rarely do we 
entirely succeed in this point of perfect cultivation of 
the ear that when it does come the world astonished 
cries, "It is a gift of nature," "a natural musician." 
Absurd ; when we use our common sense and the traf- 
fic in worn-out, worthless instruments ceases, and we 
stop the idea that "anything will do for children to 
practice upon," then the thorough teacher will hope 
and rejoice. Then we may hope for success ; now 
we need not be surprised at failure. We are train- 
ing teachers who will take our places. It will be evi- 
dent to you that so carefully cultivating the ear they 
will have the advantage in every way over those less 
thoroughly taught. 

Fifth. To make the daily drudgery of practice 
attractive must be the study of every thorough teacher. 



ABILITIES OF THE IILIND. 211 

This requires judgment in the selection of exercises. 
I would not confine the pupil almost wholly to finger 
exercises, as many teachers do, but would intersperse 
these with pleasing melodies and harmonies, cultivat- 
ing the taste in and love for music while improving 
execution. This daily practice needs especial super- 
vision ; it is here that bad habits are formed. The 
general principle that "it is easier to form a good habit 
than a bad one" is especially true in music. I have 
found it an advantage with beginners for the first 
few weeks of study to allow the pupil to practice only 
in my presense and with children would make this a 
rule. A good position at the instrument is established 
if daily attended to. A right system of fingering must 
be our care, and our pupils be made acquainted with 
the best works on fingering as they advance. 

Sixth. We must cultivate a taste for pure music. 
Our country is Hooded with musical trash, and many 
of our pupils' tastes are perverted before they begin 
the study. The literature of our songs is much of 
it something of which to be ashamed. Philanthropists 
have, with some degree of success, attempted to 
improve the reading matter for our sons and daugh- 
ters ; is it not time for some one having the "love 
of mankind" to inveigh against the low, silly, senti- 
mental trash of which our songs are largely accom- 
plished ? It is here a teacher must exercise a teacher's 
right to judge what is best for a pupil and adhere 
to a rule to use that which will elevate and improve. 
I would discourage simplifying the works of the old 
masters or mutilating any fine composition that it 
may be put into the hands of beginners. There is 
enough that is good within the capacity of pupils of 
each grade ; let them wait and look forward to the 



212 THE ACHIEVEMENTS AND 

time when by earnest perseverance they may study 
these works in their original perfection. 

Seventh. I look upon voice culture as one of 
the most important branches of our work, requiring 
skill and care. The voice is the most perfect music 
we have. 

"God sent His singers here upon earth i 

With songs of sadness and of mirth, 
That they might touch the hearts of men 
And bring them back to heaven again." 

In training the voice, intonation, pronunciation, enun- 
ciation, compass, quality, and breathing must be con- 
sidered. Gardner says, "There is an art in taking 
the breath." I have been asked, "What is the most 
important point in music teaching?" and have 
answered, "That the beginners be rightly instructed." 
The idea (very prevalent) that a person who has 
studied music a little and would earn money to study 
a little (or buy a ribbon or a gown) is the proper per- 
son to instruct our young people and little children 
in the elementary part of this difficult art, is entirely 
wrong, and from this source come the waves of dis- 
cord which vex the cultured ear at every turn. It 
does not follow that a good performer will therefore 
be a good teacher. A good teacher may not be a 
brilliant performer. The idea I wish to bring is this : 
We may not judge a teacher by his execution, but 
should have examinations as in other branches of edu- 
cation, and our standard should be so high that it 
will elevate the study of music out of the low plane 
it occupies in most places in our country, giving it 
the dignity it merits. He or she who would teach 
in our public schools must pass an examination on 



ABILITIES OF THE BLIND. 213 

the whole curriculum of study, and then perhaps begin 
in a primary grade, but the preparation is necessary 
and not to be escaped. This is just as necessary in 
our profession, and I think we will not advance, as a 
whole, musically until we insist upon this and per- 
sist in our efforts to bring it about. The subject 
grows upon me as I write and contains themes for 
many essays. 

I would like to take up each branch of the sub- 
ject, to give you my whole thought on teaching. 
Dynamics, on graces, on movements, these three, very 
important in perfect rendering of a musical composi- 
tion, much neglected, not well understood by many 
teachers, and depending largely upon the taste and 
judgment of the performer; and on rhythm, who of 
us has not recalled Shakespeare's line, 

"How sour sweet music is wlien time is broken." 

I would like to write at length my views on violin 
teaching, on orchestras of string and wind instru- 
ments, but I shall hope to hear all these themes dis- 
cussed in our convention. This is an outline, the 
groundwork merely of my views on music teaching — 
conclusions I have arrived at largely from my expe- 
rience as a teacher ; as such I submit them to you, 
asking your forbearance, looking upon this as an essay, 
but believing in the rules it contains, if worked out 
with energy, patience, enthusiasm, and a real love to 
teaching, to make true musicians. 

Thomas H. Hopkins. 
Ashtabula County, Ohio, June 3, 1885. 



Mr. Hopkins. I would like to ask that one or 
two practical music teachers should be heard as to 



214 THE ACHIEVEMENTS AND 

whether they have anything new. If you have any- 
thing good, introduce it at once and help those who 
are trying to make a hving. 

Mr. Van Cleve. I wish to say, with reference 
to Mr. Hopkins' last remark, that it was a good one, 
with a great many exceptions. I suppose one is 
asked how they are able to keep up with the new 
music without having sight. I am profoundly grate- 
ful for having lost my sight, because I don't have to 
keep up with newspapers and new music. I think it 
is a great mistake, this eternal fumbling around for 
something new. Anybody who neglects Bach can't 
know Beethoven. Anybody who does not know Beet- 
hoven can't play Rubenstein. If you must be getting 
something new all the time* you must get a new set 
of exercises. My observation is that over a tenth of 
what is new is not fit for anything. You can't know 
Czerney too well ; don't be afraid. The technique 
of the piano is different now from what it was fifty 
years ago. 

Mr. Hopkins : I think you hardly understand 
me. I did not mean you need take up everything 
new — every piece of sheet music, or every new book 
that comes out. I have made out to keep up with the 
times. I could tell you of some academies and schools 
I have visited, where they are using old books that 
were used forty years ago. I did not mean everything 
new, but anything that should come up and be bene- 
ficial. 

Mr. Bigger. I have had some little experience 
in music. I love to hear men talk about the old mas- 
ters. I like to hear about the music of fifty years ago. 
I know the study of Beethoven is a very easy matter. 
I know this idea of progression is a very beautiful 



Abilities of the blind. 215 

idea, but, at the same time, you must not ignore all 
of the so-called music that in the country is so lovely. 
I don't throw away a piece of music because it has an 
old musician's name to it. I don't throw away a whole 
book because there is something newer. We have got 
as far as Richardson on our parts. One great diffi- 
culty with a blind teacher is the fingering exercises. 
You will find a particular passage of music fingered 
in a particular way. You have to depend upon the 
pupil. The majority of the old music is fingered in 
the old German way, and the new American music is 
fingered in the American way. These things are very 
annoying. I never picked up a piece of music in my 
life that I did not learn something new from it. The 
gentleman from Cincinnati can use music that is suited 
to the pupils that call upon him. 

In the country we have to have music that is suited 
to the pupils that call upon us. After you have trained 
a pupil a long while in pieces, you think you can give 
them exercises. It is dififerent in the Institution for 
the Blind. There the pupils are obliged to take the 
lesson the teachers assign to them. It is dififerent in the 
country. You are obliged to be the pupil yourself, and 
they are the teacher. I had gotten up a reputation over 
there, as a music teacher^ by being able to play on al- 
most any instrument that came along, and a lady 
brought her daughter to me with an instrument that 
looked like an old hat. She made some peculiar mo- 
tions to play it. She says, "I want you to give my 
daughter lessons on this instrument ; it was presented 
to her." I says, 'T never played on that kind of an 
instrument." She says, "Well, well ; I thought you 
played on anything." 

Mr. Van Cleve : I want to put myself on record 



^l5 THE ACHtEVEMENTS AnS 

as saying, it is sheer nonsense that bhnd people can't 
teach fingering. You can't teach people to play on the 
piano if you can't teach fingering. It is impossible to 
phrase properly and finger badly. I had a curious case 
in a party who took lessons from me. He was born 
awkward. I knew he was playing with the wrong 
fingers and told him so. The notes were G, A, B, C. 
He had the first finger on G, fourth on A, fifth on B, 
and put the first on C. It is curious about the finger- 
ing ; there is no such thing as wrong fingering. What 
is wrong in some phrases is right in another. So many 
forms of phrasing are developed that some one has 
said, "Know phrasing well, and you will finger well." 
Mr. Hopkins : Would you commence every scale 
with the first finger? 

Mr. Van Cleve : Dahl teaches the other finger- 
ing, keeping his first finger down on the first key. 
There are so many instances in which you have to use 
the thumb on the black keys. I heard a young lady 
say that in her first lesson from a celebrated teacher, 
he told her to finger the F sharp scale with the first 
finger. 

Mr. Bitzer: I did not intend to say anything, 
but expected to give way to our older friends, as it is 
proper we should all take an interest in the discussion. 
I think the music teachers, as a rule, should impress 
upon the mind of the pupil the magnitude of the sub- 
ject which he is about to study. He should under- 
stand that music is a science from which he may derive 
a benefit and mental improvement equal to that derived 
from any other source. He should understand, per- 
haps, that music is an art which ranks always among 
the fine arts. This once thoroughly impresed upon the 
mind of the student will cause him to devote his mind 



ABILITIES OF THE BLIND. 2Jf 

to the subject with an untiring energy. Having once 
understood the magnitude and the nature of the subject, 
I think it is necessary for him to understand its use. I 
think the majority of the people are too apt to regard 
music as a mere hixury, a thing only fit to excite un- 
necesary emotions ; therefore only fit to be indulged in 
by the wealthier classes. This, of course, is a very 
greatly mistaken idea, and the sooner it is removed 
from us the better. Music should be regarded as an 
indispensable part of the education of everybody. I 
think music is, perhaps, the medium through which 
the soul expresses itself, and it is more thoroughly in- 
timate with the mind and should be more thoroughly 
understood. 

Mr. Welch : The gentleman who last occupied 
the floor thinks that the teacher should, in the begin- 
ning, impress upon the mind of the pupil the magni- 
tude of the work. I differ with him. I have had about 
twenty-three years' experience in music teaching, and 
the idea of impressing the magnitude of something 
upon the mind before that something is in the least 
comprehended is to me absurd. It would be just as sen- 
sible to impress the child with the magnitude of the 
English language when you begin to teach him the 
alphabet. It has always been my method in teaching 
when I began with a student not to assign an extra 
large or long lesson. It was never my object to see 
how much could be accomplished in one lesson, but 
how well. The musical education must be carried on, 
if successfully, item by item. If it were possible to get 
such an idea into the mind, and have it accepted, it 
would be destruction to the mind. There is one little 
incident in my experience. Some years ago I was 
called upon to assist a gentleman in a concert. There 



2l8 THE ACHIEVEMENTS AND 

was a duet which he and I played upon the vioHn, and 
which we were requested to form. It took us twenty 
minutes to play it. I said to him, "I did not know how 
it would take, but I felt rather afraid it would not be 
acceptable to the audience." As we were doing what 
we thought pretty good execution, a voice from the 
back of the house said, "My Lord, are they never going 
tO' get through tuning their instruments ?" 

Mr. Bitzer : I know we lay the foundation before 
beginning at the top, but we can picture out in our 
minds what is to be done. My idea that we must pic- 
ture out the course of the art we are to study is to clear 
away from the minds of the parents the ideas they 
have on the subject of music. They think it is simply to 
tickle the ear, it is nothing in the way of science or 
art, and all that is required is to be able to play a little 
piece. I say we must impress upon the mind of the 
beginner these facts ; prepare them for a life of study, 
for the trouble which they are to go through, that they 
may not be discouraged. If the parents lose courage, 
any effort on the part of the teacher will be almost 
useless. 

Mr. Hopkins : A teacher has a very discourag- 
ing subject when he speaks of parents. Half the par- 
ents don't know anything about music, and have not 
the least conception of it, especially in country places, 
where they have no concerts and don't know anything 
about them. We can't have first-class teachers if they 
are to wait for the parents. We ought to have begun 
with the parents years ago. 

Mr. Welch : I would say this ; I would adopt 
this idea: Try to educate the parents from this up, 
beginning with the pupil, and on the thinking child 
before beginning the instrument. Instill drop by drop 



ABILITIES OF THE BLIND. 21^ 

into the minds of the pupils, and then wash these things 
out of the minds of the parents. 

Mr. Bitzer: It is a difficult matter to let the 
pupils go, if you are in a small town, and the parents 
would tell you to go if they are not satisfied with you. 
It is necessary to impress upon the mind of the child 
the necessity of hard study. 

Mr. Brice moved to proceed to the next subject, 
which was carried. 

Air. O. C. Brown was then introduced, and read 
a paper upon "The Needs of an Industrial Home foi 
the Blind." 

The paper was taken up and discussed. 

Mr. Couden : I have nothing to offer particulaly 
on this subject, only this : As a member of the com- 
mittee which was appointed this morning to act for the 
Alumni in this matter, I would be glad to hear from 
quite a number of the Alumni in regard to their opin- 
ion. I will say this : There is no one who is more in- 
terested over any project that will assist any blind peo- 
ple in getting on in life than I am, and if this In- 
dustrial Home is a means to that end, I am ready to 
work for it. and help everybody else in any way I can. 

Mr. Welch : As a member of this committee, I 
am anxious to hear the wishes of as many of the Alum- 
ni as possible, and also, I feel a deep interest in any- 
thing that can be done for the benefit of the people — 
for the trial of any project that can result in good. 
As a member of that committee, I am willing to co- 
operate to the best of my ability with those sugges- 
tions, and to carry out those suggestions, and I hope 
every one will have not only an impulse but an interest 
in the work. 

Miss N. Smith : I have never had the pleasure of 



220 THE Achievements AnD 

being before the Alumni, but would like to make a 
few remarks in regard to this home. It is a noble idea 
— one I have often thought of, but never could have 
carried through. I think if I were turned out in the 
world, among those who are not acquainted with me, I 
might not succeed so well as I have. I am not strong, 
and am naturally slow in getting around, and when I 
did teach my health did not permit me to do much. I 
had to do general work or go to my friends. My 
friends are very good to me, and willing to take care 
of me, but then I would feel more or less as though I 
were independent. I know I am not as I ought to be. 
I know I have a spirit of pride. I feel easily hurt at. 
my position, but after all I don't feel it as much as 
I would to be dependent upon somebody else. Now if 
there was a home where the blind could find employ- 
ment at that which would suit them best, I perhaps 
might be one to go there and be able to support myself, 
and assist some one else who is not so well able as I 
am in that way. I might lay up something to take 
care of myself when I am old and not able to do any- 
thing, should I be permitted to live to that time. As we 
blind are more sympathetic than other people, it makes 
it more difficult for us to get a place. We are timid; 
we know people are making remarks ; we feel it and 
have all this to bear in connection with our dependency, 
and that makes it harder. For this reason, if we had a 
home of our own, we could do much better ; we could 
be there among our own and those who would control 
the establishment, and we would be able to do double 
and perhaps treble the work we now do. And at the 
same time there would be no inclination to go around 
and ask alms, as is sometimes done now. I feel if our 
people had a home where they could help themselves, 



ABILITIES OF THE BLIND. 221 

they would prefer to do it than to go and ask alms. 
We know where these blind people must go, who go 
from the institution here, and have no home and no one 
to care for them unless some kind friend takes them. 
If we had a home like this, they might be happy in it 
and be doing something to fit themselves for the next 
world, and in this way how much good could be done. 
I do sincerely beg of everybody to consider this, and 
not think it is degrading. On the contrary, it is noble, 
and I say all praise to the mind that first developed 
the idea. Remember, if you have not employment at 
home, you can go there and make use of your time and 
talents. 

Mr. Jacobs : Mr. President, Ladies and Gentle- 
men — My heart swells within me for those who have 
been educated in this institution, and have gone out 
and been unable to find business. There ought to have 
been many years ago an institution of the kind created 
in the great state of Ohio. With many, very many 
who might have been enjoying happiness there, what 
was the result? They were compelled to go to the 
county infirmary and there spend the remainder of their 
lives. I am proud that I have made my home in the 
state of Ohio, a state that is second to none in benevo- 
lence to all those afflicted. I remember always I was 
once a pupil many years ago. When I was here a pupil, 
in 1847, it was thought of great importance that an in- 
stitution should be built where the blind, who were 
not able to take care of themselves, might be supplied 
with material that they might gain an independent liv- 
ing. I have known several persons who, since I came 
away, have left the institution without means and were 
compelled to go the county infirmary and are there 
to-day. I think it was useless for the state to educate 



222 THE ACHIEVEMENTS AND 

them. It only makes it that much harder for them 
to go down with the most degraded of the state. I 
have thought of this matter from time to time ever 
since I left the institution, not because I needed it my- 
self, for I have been able to make an independent liv- 
ing and a home for myself. This I have done by my 
own industry, but there are others who, when they 
leave the institution, for want of means have to settle 
down in obscurity. I know one man in particular, who 
had to go to the infirmary of Adams county, and who 
is there now. A man with a meager capital don't have 
much chance. He can't afford to invest in material and 
wait to sell. Broommaking was the only trade taught 
at the institution years ago. Now we have the stock 
companies, with large capital, and they are able to in- 
vest when stock is low, and then when prices ad- 
vance, they can hold their brooms at low prices, and it 
is impossible for a man with a limited capital to make 
a broom to compete with the prices of the manufac- 
turers. I think anybody can see those things. I have 
been driven from the broom trade, but if I can't do one 
thing, I can do another. I sank three thousand dollars 
in the nursery business, but that was not my own mis- 
management. A storm destroyed five hundred dollars' 
worth for me, and the cut-worm took my plants until 
I did not realize a fourth that I should have done. 
Still I am independent to-day and have a home and a 
wife, and expect to have. I urge upon this Alumni 
the necessity of building an industrial home. 

Mr. Henry Campbell: The question was agi- 
tated twenty-five years ago. I think the way would be 
to go about it systematically. Get a petition to take 
home, and explain it and get signers, and then come 



Abilities of the blind. 223 

back and present it to the legislature for an appropria- 
tion. If we don't, there is no use in consuming time. 

Mr. Bohrer : I find that blindness is becoming 
quite popular. An increase of from 20,000 to 50,000 
in ten years is a proof that it is. I am a little conserva- 
tive over the matter of this home. If it is a good thing, 
I would have certain ideas in regard to it. The qu'estion 
arises, Will an industrial home for the blind encourage 
pauperism among them to a-ny extent? It has been 
stated that blind men are lazy. I think, if so, it is by 
education. The question has to be considered as to 
how it should be run. I should prefer it would be a 
private enterprise ; then if the state wishes to pay 
something, well and good for the persons sent there. 
We should be able to get up enough money to start it 
or something of the kind, then I think it would be time 
enough to ask the state for whatever was needed. I 
am not opposed to an industrial home. I have not de- 
cided what is in the thing. We should consider the 
thing carefully before making any movement. 

Mr. Couden : There seems to be a wish on the 
part of some to get over this discussion. I consider 
this one of the most important questions before the 
Alumni. I am growing to be very much interested 
in the matter. These, as I said here this morning, are 
some of my experiences. I entered the institution on 
the 6th of October and was 21 in November. I learned 
broommaking, went home. and went to work. I am not 
a lazy man, and don't believe blind people are lazy. 
I believe they are the most industrious people in the 
world. I believe it is nonsense to stand up and say 
blind people are lazy. The fact is, what they have ac- 
complished in the world shows it is not true. I worked 
hard at the broom trade, and found I could not make 



224 THE ACHIEVEMENTS AND 

it pay. I had not the money to lay in much of a stock, 
and I had to do all the work myself. If there was an 
industrial home established, all those things could be 
bought by the wholesale, and the work could be put 
on the market by somebody interested in selling. I 
could stay in the shop and do the work, and I liked the 
work, but when it came to going and selling the brooms 
I could not do it. I remember I convinced a man that 
a broom I had in my hand was made of green corn 
when it was made of red. I sold the broom. I hated 
that part of the work; I neglected it. I say in this 
practical way, I could see how this home might be 
made a good thing for the blind, and I hope there may 
be a good deal of thundering on this subject. 

Mr. Bliss : I do not understand that this indus- 
trial home means a place for those to go who do not 
work, or do not intend to work, but for the blind to 
go who have no place or chance to work at their 
homes. If they can earn an honest living, it is ex- 
pected they won't go there. It is not a place for lazy 
people. That place, I suppose, is the poorhouse. I am 
anxious to see a place on purpose for those who want 
to earn an honest living and cannot. I remember when 
I entered the institution, the first thing I learned was 
the broom trade; I reached here about twenty- four 
hours before I was twenty-one. When I went home', 
I thought I would work at the broom trade. I found 
something more lucrative and worked at it. But if I 
had not found a better employment, I should have been 
anxious to find something, for I am not lazy. I am 
anxious to see this project carried through. 

Mr. Bohrer : I do not want to be understood as 
opposing anything of the kind, but if we go into the 
thing we want to go in with the purpose of making it 



Abilities of the blind. 225 

a success. I do not charge any of my friends here with 
being lazy, but I do say I have been for years acquainted 
with as large a proportion of blind people as anybody 
here, and I do say they are apt to be lazy. They don't 
have to help themselves ; everything is done for them. 
They are taught by friends at home that they cannot 
do anything, and consequently they become idle. I 
do not disparage anything the blind can do, and think 
they deserve the more credit for it, but I do not think 
they are apt to be lazy and indolent. I suggest that 
the committee that was appointed this morning be em- 
powered to do anything they may see fit in regard to 
this matter. 

The suggestion was seconded. 

Mr. Brown : We all may be dead in five years 
from now. I object, and want it while we live. 

Mr. Bohrer: We can't act upon this matter as 
an association ; we are not together all the time ; but 
the committee can act any time in the next five years, 
or five minutes, if they wish. We shall expect some- 
body to report on this matter at the next meeting. 
This association can't act on the matter after to-mor- 
row, and I believe it would be wise to put it in the 
hands of the committee. I am willing to rely upon their 
judgment. 

It was moved and seconded that the committee re- 
port to-morrow. 

The Chair stated the question to be, that the com- 
mittee be instructed to act upon the matter of the indus- 
rial home. 

Mr. Brown : Does that express that they shall 
have control of the matter ? 

Mr. Bohrer : If this association refers that mat- 
ter to that committee, and instructs them to handle it 

15 



226 THE ACHIEVEMENTS AND 

for the association, and they do what they beheve is best 
with it, I am wilHng to rely upon their judgment. I am 
wihing to put my shoulders to the wheel and do all I 
can for it, whether in the shape of a private institution 
or a state institution. I mean tO' refer the whole mat- 
ter to them without any instruction. 

Mr. Couden : I think the motion before the 
house gives us a wide range. I have not met the com- 
mittee. I am only trying to get a little instruction. 
You must not trust too much our judgment. We can- 
not carry on a thing of this kind without a good deal 
of trouble and expense perhaps. 

Calls for question, which was called and carried. 



THE VALUE OF SCIENTIFIC EDUCATION FOR 
THE BLIND. 

BY SUPERINTENDENT SNYDER. 

' Read to the Alumni Association, June, 1885. 

And Its Discussion. 

Various are the aims of men. One delights in his 
well-filled barns, another in the hum and clanging 
sounds of shop life, while another would plunge into 
the busy marts of the world. The joy of some comes 
from the touching of the harp's string, drawing the bow 
or breathing into the hollow flute the pure, true soul of 
melody ; that of others comes from seeking, finding 
and spinning the fibres of truth into threads of thought, 
to be woven by the loom of the mind into general laws, 
which at the beginning of creation were stamped into 
the very nature of things ; laws, in harmony with which 
the branch does put forth and nourish the bud, burst- 



ABILITIES OF THE BLIND. 22^ 

ing into beauty and growing into tlie perfect fruit of, 
maturity, in accordance with which force acts upon the 
wheel, drives the axle and does the drudgery of the 
world. The harmony of music, the infinite beauties of 
nature, the grandeur and sublimity of the universe 
itself are but the unfolding expressions of the laws, 
which it is the delight and work of the scientist to seek 
after, discover and weave into garments of thought, fit 
for the plain and simple, satisfying to the most pro- 
found and subtle minds of men. 

Good people, let us pause and consider whether our 
great family can be materially benefited by the study of 
those subjects which have been demanding and receiv- 
ing so much attention during the last few decades. One 
grand object of our institution is to so strengthen and 
unfold our powers, faculties and characters, that we 
may become useful and honored members of society. 
In order to achieve this end we must recognize the 
demands of the outside world, feel the tendencies of 
the times, and cluster our courses of study and work 
with the most valuable and essential elements of 
strength. This intensely practical age is busy in pre- 
paring, handling and exchanging, the commodities of 
life. It deals with the useful. I am now handling 
seriously the realities of the age and am passing the 
popular fallacy which results in accomplishing and 
over-estimates the exterior adornments granted by an 
education. Science is simply applied to analytical and 
synthetical common sense. Science seeks the atom, 
that indivisible portion of matter ; notes the sum of the 
qualities ; directs a stream of force against or upon it, 
then watches its action ; demonstrates its indestruct- 
ibility and studies the very object of its creation. 
Science begins with the atom and ends with the uni- 



228 THE ACHIEVEMENTS AND 

verse. Science, or, if you prefer it, common sense, 
does certainly teach that all of the powers and faculties 
of the individual should be fully, harmoniously de- 
veloped. The body, engine-like, utilizes food, drink 
and air ; takes possession of and stores up within 
itself energy to be used under the direction of the nerv- 
ous system. Since this energy is a definable and lim- 
ited quantity, it does become us to use it in the most 
economical manner in order to bring about a given, a 
desirable result. The engine builder strives to avoid 
undue friction, leakages and a division of force ; surely 
the pistons of his engines work harmoniously to and 
for a common end. How is it with ourselves ? Do we 
not oftimes hurriedly eat a meal, in itself wrong, and 
then rush to our class rooms and become dull and 
sleepy while tempting work, which should not be done 
at that time. Yes, the digestive tract, by nature's 
decree, demands a copious supply of blood in order to 
accomplish its legitimate work. We err, therefore, by 
attempting to send the same supply tO' the brain. We 
are not practical ; we are at those times causing the 
one piston to work against the other. When a division 
of attention is allowed in our class rooms, the same 
thing is true, for the ideas then formed are not so 
clearly cut ; the thought has not the proper texture, nor 
can a maximum amount of work be performed. The 
currents of nerve force must not be divided against 
themselves, if you would work and live as nature 
directs. We are blunt, indeed, if we fail to note the loss 
of time, happiness and usefulness caused by the weak- 
nesses and diseases of our bodies, brought about by 
over-taxation, insufficient nourishment, or other wrong 
tendency incident to school life. 

In our institution are many children predisposed 



ABILITIES OF THE BLIND. 229 

to weakening tendencies. Many of them inheriting or 
accumulating diseases which are constantly gnawing 
at their vitality and making less their chances for a 
vigorous bodily or mental existence. Fine-spun ideas 
of mental training must give way in their cases to the 
common sense idea of strengthening and building up 
the mind and body. Bread, butter, beefsteak, good air, 
cleanliness, exercise, and other wholesome hygienic 
regulations stand unmistakably first for their welfare, 
their very existence. They have a double effort to 
make. They must overcome their bodily diseases; 
they must build up their bodily strength before they 
can even call a sure existence their own. The same is 
true of their more favored sisters and brothers, for 
without strength and health mental training becomes a 
burden, a failure. I therefore venture the thought that 
the health department of this institution does contain 
the germ capable of giving health and happiness to the 
uncounted many of the future. 

The one element of gymnastics unwarps the un- 
natural figure ; develops the muscular system ; gives 
tone power to the nervous system ; rests the wearied 
brain ; strengthens the power of breathing, thus giving 
possibility for strength and lungs ; battles with disease, 
and becomes a most healthful school tonic and vivify- 
ing influence. Having thus laid the corner-stone, let 
us pass to a broader foundation. The mind is more 
than mere memory. Science points out and cultivates 
other equally great, possibly superior, faculties. The 
faculties of observation of our people, feeble, owing to 
natural conditions, should become sharp, well defined, 
and a knowledge power by itself. Experience con- 
stantly demonstrates that the simplest things are un- 
known to our people. More than that, they have hazy 



230 THE ACHIEVEMENTS AND 

ideas about many common objects, frequently examined 
and thought of by them. They are too apt to copy 
from others without examining and thinking for them- 
selves. We need to constantly weave into thought 
impressions from the external world. The mere ex- 
pressions of other persons' impressions will not do ; we 
must feel, hear, in a word, know for ourselves. The 
person who has been trained to be a keen, intelligent 
observer, becomes more and more independent in 
thought ; places a higher and more intelligent esti- 
mate upon all that is around about him. He detects 
differences and similarities in matter and force un- 
known to others, and consequently lives in an atmos- 
phere of thought, fresh and invigorating. The power 
of observation grows with the individual. It enforces 
attention and assists in utilizing time and energy to the 
best advantage. A single example may assist in fixing 
the point. An orchestra pours intO' the uncultivated 
ear rippling streams of feeling, sweet and delicious in 
its melody; knit with the very soul's life by the depths 
of its harmony — but all is lost, that the ear has not 
the power of analysis ; it has not been trained to 
observe, to catch the elements making the whole. The 
cultivated ear has the same to hear, but how infinitely 
greater are its accumulated powers. Not a tone nor 
the coloring of a tone escapes it. The very souls of 
the players seem to be breathed forth, not as a mass of 
unorganized sounds, but each stands apart and yet is 
harmoniously blended into one glorious, magnificent, 
soul-melting unit, unending in its variety and unequaled 
in its grandeur and sublimity. 

The method of training the faculty of observation 
must be based upon the systematic, scientific seeking 
after, collecting and analyzing of facts. Moreover, 



ABILITIES OF THE BLIND. 2^1 

experiment is so firmly welded to observation that the 
two must needs go hand in hand. In making an 
observation we simply note results and conditions as 
they actually exist, but in experiment we have full con- 
trol over the conditions and trace the chain of relations 
between cause and effect. The differences and yet simi- 
larities may be noted in the case of the violin player 
who approaches the tone of the trumpet, or nears that 
of the clarionet by simply causing the bow hair to act 
at less or greater distances from the bridge. The harp 
string, so full of feeling, breathes out like effects when 
properly plucked. The artist so vivifies the piano by 
his touch that floods of sympathy seem to stream from 
every string. Observation can go no further. Experi- 
ment is called upon to point out the reason and satisfy 
the anxious mind that even here physical law reigns 
supreme. 

A simple, truthful questioning of the realities 
develops the fact that quality, timber or clayey tint of 
a tone depends upon the overtones formed and blended 
with the fundamental — overtones that are ever present 
and are formed in accordance with the natural laws 
controlling the formation of all sounds. Thus as the 
bridge of the violin is approached the higher overtones 
predominate, while an entirely different series is 
brought forth by the bow as it touches a point nearer 
and nearer the middle of the string. Once saturated 
with the love of experiment and observation, the human 
mind diligently seeks the useful in nature, is constantly 
fed by new thoughts, grows stronger, becomes more 
mature and better capable of grasping and handling the 
practical problems of life, for modern life is being 
constantly molded by the applications and influ- 



232 THE ACHIEVEMENTS AND 

ence of scientific knowledge. The farmer seeks the 
secrets of the soil, and, by the aid of science, 
strengthens his growing crop, betters his flocks, pre- 
serves his forests, and lives a fuller, completer life. 
The manufacturer increases the products of his facto- 
ries, makes more perfect his processes, devises new 
articles of service and assists in employing and better- 
ing the countless masses of humanity. If further evi- 
dence is needed, consider the telephone. Although in 
its infancy, it has changed the methods and possibilities 
of business, it has bound whole communities together 
as a common unit. How much more does training in 
science do for the judgment, the master faculty of the 
human mind. Dealing with final truths its places 
knowledge on an universal basis ; it builds con- 
fidence in conclusions, causing the student to 
become self-reliant and able to collect, classify and 
place a right estimate upon not only natural phenomena, 
but the actions and lives of men. Science does the 
same for our people as for the world at large : it 
strengthens, evolves and makes perfect our mental fac- 
ulties ; it especially adapts us for the industrial activi- 
ties of life; it gives us confidence in results and our 
ability to seek after and recognize the truth, the actual 
in nature; it drives dreamy reveries from our minds 
and supplies substantial realities worthy of thought, 
time and attention ; it weaves system into the texture of 
our minds, causing us to economize time and energy, 
and make the most of life ; it causes an intense desire 
for the truth in nature, in life ; it demands that the 
body shall have maximum health and energy ; and, in 
a word, teaches us how to live and make the most out 
of life. 



ABILITIES OF THE BLIND. 233 

The President remarked he hoped the discussion 
of the paper would be largely participated in, and that 
the remarks would be brief. 

Mr. Walter Campbell: I understand that a 
paper is about to be read that is similar to the one just 
read, and I suggest the paper be read at once, and the 
discussion of the two be at the same time. 

Mr. Bohrer: I object. I don't think the two 
can be thoroughly discussed together. 

The President ruled the request out of order. 

Discussion opened by Prof. J. W. Welch. 

This paper, as I understand it, from its very 
nature, is intended not only to please the ears but a far 
higher and nobler purpose was the intention, and it 
ought, therefore, to reach the depths of the mind and 
to energize every blind person to the higher and holier 
ambitions of life, which undoubtedly are essential to 
our well being here and our happiness hereafter. Let 
us then consider carefully the remarks to which we 
have listened, and make a personal application as far 
a:s possible. Let us engraft into our very nature the 
truths contained therein, that it may be a guide to our 
future life, ever acquiring as far as possible that good, 
but the good of all with whom we are associated ; that 
we may work not against each other, but that we may 
work with each other, thereby hewing down the wall 
of prejudice that has been in the path of the blind man 
and woman. Let every mind be energized with such 
motives, backing up a determined will which nothing 
can overcome, which asks not the charity but the 
encouragement of men, and claim only that which we 
are entitled by mental and moral worth. Let us place 
our standard high and then work valiantly, that we 
may achieve that to which we have aspired. 



234 THE ACHIEVEMENTS AND 

Mr. Bohrer. I rise to a point of order, I should 
like to know what relation that has to the paper that 
has just been read. 

Mr. Welch : I understand the discussion is as to 
the utility of the paper, and I appeal to the Chair. 

The Chair supports that view of the paper. 

Mr. Bohrer : Of course, it is very nice, but I fail 
to see much in it pertaining to the paper, although it 
has been a good speech and very able. 

Mr. Welch : Ofttimes the kindly showers of 
heaven fall upon the thirsty world, and the leaves of 
some trees fail to receive a drop (Laughing and 
cheers.) 

Mr. Bohrer: I enjoy that remark, but wish 
to say that sometimes people get tired of rain. 
(Laughing.) 

Mr. Welch : The paper itself, and the paper and 
its author, I shall discuss both ; now, the paper without 
the author would be a blank sheet. The paper is an 
able production, and is a production that is rarely to 
be found, and I must insist on the position I have 
taken, that we should profit largely by it. There is no 
criticism which I could offer against the paper. There 
are no exceptions which I, in my self very weak judg- 
ment, could find to the paper or its acception. I think 
we all endorse it ; we accept with grateful hearts the 
sentiments of that paper, and I for one feel the need 
and the importance of a scientific education. Having 
been somewhat interrupted in my first train of thought, 
I will close, thanking you. 

Mr. Brice: Moved that the discussion on this 
and the following papers be limited to five minutes, 
which was seconded. 

Mr. Couden : I think that a good suggestion^ 



ABILITIES OF THE BLIND. 235 

and if any one is speaking and giving us good food, we 
can extend that time by consent. 

Mr. Bigger : Moved to amend and limit tlie time 
to three minutes, and the amendment was carried. 

Mr. Couden : I have a few words to say upon 
the question. Emerson says : "There is one mind 
common to all men ; every man is a part of the same ; 
he that is once admitted to the right of reason becomes 
a freeman of the wtole estate. What Plato has 
thought he may think ; what a saint has felt, he may 
feel ; he may feel at any time as a devil. He that hath 
access to this universal mind has had access to all that 
is or can be done." I believe it fully, and to educate 
the mind we are to touch upon these principles which 
lie unfolded within. It has ever been my delight to 
unravel the mysteries of nature ; it is that which inter- 
ests and holds every mind, and this motive applied is 
calculated to develop those principles which lie un- 
folded within the mind. I was particularly interested 
in this paper this morning, because I think it broad 
and comprehensive. The intention of the paper was 
to reach this very point — to teach all the faculties and 
powers of the soul in the school room, that they may 
be unfolded and developed to their fullest capacity. I 
believe a scientific education is calculated, above all 
others, to develop the mind, and without this the object 
of the education must fail. 

Mr. Walter L. Campbell: Mr. President, 
Ladies and Gentlemen — I would like to say a word 
or two with reference to the paper, but cannot do it 
without discussing somewhat the general object of edu- 
cation. It was for this reason, and no other, that I 
suggested discussing both of these papers at the same 
time. Some time ago I received a letter from a gen- 



236 THE ACHIEVEMENTS AND 

tleman, requesting me to write an article for the news- 
paper, with the view of showing that the great object 
of the education of the bhnd should be to fit them to 
living, as the world goes. I did not answer the letter ; 
did not write the article. If I had answered the letter, 
it would have taken me a step farther than I cared to 
go, to tell why I declined. If I should have written 
for the newspaper, I should have taken a different view 
from that desired by my correspondent. I believe the 
object of- education is to make a man a man and a 
woman a woman. It is not simply to make you earners 
of bread ; to fit you to make money. What are men 
for ? What are women for ? We are to grow up and 
make the very best we can of ourselves. 

Mr. Bohrer : I don't know about that. 

Mr. Campbell: You will find out, if you live 
long enough. The tendency, not only here, but in all 
our schools, is to^ make our men machines, send them 
out for laborers, for the purpose of making money; 
whereas, the great object of education is to fit men to 
fill positions in the world and society that they are best 
capable of filling. 

I want to have this institution as good as our 
academies, our colleges, for the purpose of fitting our- 
selves for any department of the universe that may 
open to us. I make no distinction between the blind 
and those who can see. We do not go to school simply 
to come out and make a living. We want to grow and 
make something better than machines : If that were 
the case, do you suppose there would have been any 
Coudens in the ministry? Do you suppose there 
would have been any Van Cleves in journalism? Do 
you suppose, if the whole object of education was to 
make men earners of bread, these men would have 



ABILITIES OF THE BLIND. 237 

reached their degree of usefulness? It would have 
been impossible. I say there is something better than 
making money. Milton only got twenty-five dollars 
for his "Paradise Lost," and it was all it was worth at 
that time. But the good it has done, the inspiration to 
higher ideas it has given to us, all the comfort it has 
given to our souls — can it be estimated at twenty-five 
dollars? The most valuable things in all the world 
are not things you can sell for dollars and cents. The 
most distinguished men in the world have not been 
distinguished for money making. The teaching of the 
Lord himself would be counted nothing in the world 
now. He would be called a quack doctor, because he 
healed without charging anything. His ministers 
would be laughed at for preaching for nothing. This 
thing of talking about education is to develop the mind, 
the moral character, and keep the attention strained 
to the utmost, in order to be able to embrace any oppor- 
tunity that may offer. I would take hold of the sci- 
ences if I could ; I would endeavor to take philosophy, 
I would endeavor to be proficient in music, I would 
endeavor to take everything that was going on in the 
world, that when I got through I could look around 
and see where my powers could be exerted in the 
greatest degree, in order that every moment I lived I 
could become more useful and more of an ornament to 
society. Mr. Couden enters the ministry, has a charge, 
and fills his vocation better that way than any other. 
Here is a Bigger, who has become a professor of music, 
an instructor. There is Mr. Hopkins in the same line. 
There is Van Cleve, who is in another line. It comes 
to each one of us, because we had here a general edu- 
cation that fitted us to grapple with any opportunity 
and make the most of what came to hand. Suppose 



2;^S THE ACHIEVEMENTS AND 

the object of this institution was to give us a way of 
getting a living? For that reason I was glad to listen 
to that paper. Let me say to the young people of this 
institution to-day, if I were a child here and somebody 
would say to me, "I would try to immortalize myself," 
I would say, from this minute, I am going to think, 
think, think. I am going to get some idea that is of 
mankind, and am going to work it out, if it is only a 
half-dozen lines, and then I am going to publish it to 
the world and leave it as my legacy. It may take me 
ten or twenty years to get these ten lines in order, but if 
it is only twenty-nine lines, it may bring immortal fame 
to myself and be of countless value to the ages to come. 
And, though your eyes be closed, you can sit down and 
think of something that will be oi value to the rest. 
You may not be able to use it any more than Milton 
could his "Paradise," but it may be of inestimable 
service to yourself and others. Learn your trades and 
your music, and seek all knowledge this world can give 
you, and then think, think, for ever think. 

Mr. Bohrer called for Mr. Hopkins and Mr. Biggs. 

Mr. Couden moved that the other paper be taken 
up and the discussion on this closed, which was carried. 



1885 REPORT OF COMMITTEE ON PIANO 
TUNING. 

Appointed by the Alumni Association of the Blind at 
Their Fourth Reunion. 

Ladies and Gentlemen: 

Messrs. Boesch and Ware were appointed at the 
last session of the Fourth Reunion as a committee to 
make a report of the proposition that was advanced, 



ABILITIES OF THE RLIND. 239 

namely, that we should not use mutes in our tuning, 
because we were obliged to handle the strings of the 
pianos, and this is said by so many to be the reason 
why the blind should not do piano tuning, for handling 
the strings rusts them. After a very careful considera- 
tion of the svibject committed to our care, we respect- 
fully ask your attention to the following 

REPORT. 

Piano strings are made of the best of steel wire, 
and when they become rusted we ask ourselves what 
is the cause of it? This is a question often asked and 
never satisfactorily answered. We see pianos where 
the house seems to be quite clamp, and others where 
there seems to be comparatively little moisture, and on 
investigation they seem about equally rusted ; then 
again we see pianos not more than a year old with their 
tuning pins and strings so badly rusted that we can 
remove a heavy coating of the oxide. There is, we 
suppose, no doubt that the dampness or moisture has a 
tendency to rust the strings, but is there anyone who 
can tell by the tone of a string whether it is covered 
with all the rust that it can hold ? I say no one can 
tell by the tone whether a string has a heavy coating 
of rust or is perfectly bright. What, then, is the objec- 
tion to a rusty piano string ? It is simply this and noth- 
ing more : Steel wire, when rusted, becomes robbed 
of its elasticity, and is generally more liable to break. 
It is an undisputed fact, and all tuners and manufac- 
turers will admit it, that all piano strings break in one 
of four places ; very rarely at the hitch-pin or right 
hand bearing, oftener at the left hand bearing, especi- 
ally if it be an agrall, generally they break just where 
they leave the tuning-pin. 



240 THE ACHlEVEMEiSTTS AND 

All tuners use a mute or wedge near the center or 
at sufficient distance from either bearing of the string 
and between them, so that the mute will not interfere in 
the least with the remaining string, allowing it to pro- 
duce a good, clear tone. Let me say just here that a 
tuner's mute is a wedge of iron, leather, felt, wood or 
rubber, if hard, covered with leather or cloth, and it is 
used by good tuners to stop the vibration of one or two 
strings, as the case may be. 

It is generally conceded that the best way to work 
is to attend to one thing at a time. Now suppose we are 
tuning a piano with two or three strings to the unison. 
We will suppose that we have not a very good unison 
to start from ; we must tune all notes from the first one. 
Now suppose we are raising the pitch of a tone. We 
have a lower or fundamental note to which we propose 
to tune an octave. Our lower unison is good, which is 
the best help to a start. Our upper note has two 
strings, and as it has been six months since the piano 
was thoroughly tuned (or perhaps six years), the 
upper tones, as we are working on a poor, cheap instru- 
ment, are not in unison. One string is a quarter of 
a tone below the other, both are somewhat below the 
others, or note already tuned. The two strings are be- 
fore us ; which is flat and which is sharper ? With a 
wedge that would make no difference, but without one 
we must experiment, and ten chances to one be wrong. 
Of course,, we can use one finger, which, however, 
is not so convenient, but as I said before strings never 
break where we may handle them, if we made a practice 
of handling strings, but we do not. A few blind tuners 
do make a practice of handling the strings. Some time 
since a gentleman told me while I was at work at his 
instrument that a tuner came around and he permitted 



ABILITIES OF THE BLIND. 24I 

him to try tuning his piano, and in return he got an un- 
satisfactory job, not because he did not hire me, but 
because he hired a poor tuner. He remarked that he 
generally had a blind man to tune his piano. The tuner 
told him that he (the aforesaid blind man) would ruin 
his instrument arid rust the strings. After having blind 
tuners for several years, of course this remark was not 
believed. The gentleman said that he had been watch- 
ing me, and that I did not handle the strings any more 
than the other tuner, if I did as much. 

As further example we quote a letter from Stein- 
way & Sons on this subject, received by us, and we will 
also note letters from William Bourne & Son, and 
Dyer Brothers, which may be introduced' at this point : 

New York, June 24, 1885, 
Mr. H. E. Boesch, 92 Euclid Avenue, Cleveland, Ohio. 

Dear Sir : We are in receipt of yours of the 21st 
inst., and beg to reply to your inquiries as follows, viz : It 
seems to us, with reference to blind tuners, that where one 
of the senses is lacking, either one of those remaining is 
more developed, which, in case of the blind, should, we 
presume, be the senses of hearing or feeling. As far as 
our blind tuner, Mr. Arnin Schotte, is concerned, would 
say that he has been in our employ a number of years, is 
rapid and very efficient. In wedging, he touches the wires 
with the v/edge. thereby sounding them. He does not touch 
the wires with his fingers, which would, especially in warm 
weather, be injurious to the strings, as the hands and fingers 
are then more or less moist from perspiration. 

Mr. Schotte is one of our principal tuners. 
Yours trul}^, 

Steinway & Sons. 



Boston, Mass., June 30, 1885. 
EnwARD E. Ware, Cleveland, Ohio. 

Dear Sir : Your favor of 22d inst. received. In reply, 
Mr. Joseph H. Wood has been in our employ for more than 

16 



242 THE ACHIEVEMENTS AND 

twenty years, and this in itself we consider sufficient evi- 
dence of his ability to fill with satisfaction all requirements. 
Our experience in the past thirty years has been quite large 
with the blind, and as yet we have never received report 
where a good tuner ever did injury to a piano. 
Respectfully yours, 

William Bourne & Son. 



St. Paul, Minn., June 27, 1885. 

Mr. Edward E. Ware^ Cleveland, Ohio. 

Dear Sir : We are in receipt of your favor of June 
24, and replying beg to state that' we have never had any 
trouble with pianos tuned by Mr. O. C Caldwell, our blind 
tuner. In fact we have several customers who prefer to 
have him tune their pianos. He uses a wedge in tuning, 
and of course is obliged to handle the strings more or less. 
It would be a difificult matter to state how rapidly he tunes, 
as some instruments require much more than others. 
Yours very truly, 

W. J. Dyer & Bro. 

Respectfully submitted, 

H. E. BoESCH, 
E. E. Ware, 
July I, 1885. Committee. 



A RESPONSE TO THE ADDRESS OF WELCOME- 

Delivered by G. W. DeWeese, at the re-union of teachers 

and Alumni at the Ohio Institution for the Blind, 

June, 1890. 

Mr. President, Ladies and Gentlemen: 

It is impossible to describe the variety of emotions 
that take possession of us upon an occasion like this. 



ABILITIES OF THE BLIND. 243 

We have gone forth from the benevolent shelter of 
these walls to become units in the world. We have gone 
forth to identify ourselves with civic affairs. We have 
gone forth, perhaps, to meet with failure; but let us 
hope success will be the ultimate reward. And now, 
after the lapse of five years, we return to find the doors 
of this magnificent structure thrown open to receive us. 
The voices of officers and teachers ring out with notes 
of kindly welcome. In behalf of the visiting Alumni, 
whom I have the honor to represent, I thrice thank you 
for your cordial welcome. Within the scope of the nine- 
teenth century all classes have responded to the music of 
universal progress. What was once regarded as impos- 
sible has become real. Men no longer wrestle with the 
chimera of theosophical theories, for the world now de- 
mands action. We, as a class who labor under natural 
disadvantages, have made remarkable progress. That 
class who one hundred years ago were regarded as 
mere indigents, eking out a miserable existence upon 
the charity of others, have been transformed into useful 
men and women, honorable citizens and valuable mem- 
bers of society. Their minds have soared above the 
clouds and learned to comprehend the movements of the 
celestial systems. They have walked in the profound 
ways of science. They have been represented in various 
departments of literature. They have become creators 
and interpreters in the divine art of melody. The ques- 
tion naturally presents itself, what are the causes of this 
remarkable transformation ? It is due to the earnest 
labors of those men and women who have devoted their 
lives to one of the noblest departments of education. 
It is due to the inculcation of the fact that the mind 
can break away from any physical disability. It is due 
to the faithful co-operation of teachers and pupils* 



244 THE ACHIEVEMENTS AND 

which will permit the instructor tO' exalt the mind of 
the scholar. 

These reunions are valuable in many ways. Old 
bonds are again reunited. Old friendships, which have 
almost become ideal through separation, are again 
made tangible. Half dreamily our minds carry us back 
to the period when, in the full vigor of girlhood and 
boyhood, we responded joyously to the call-bell of duty. 
Such reflections strengthen us to meet the far sterner 
demands of life. While these reunions serve to cement 
old friendships, they still have a higher and more prac- 
tical aim. The great principle underlying success is, to 
acquire the experience of those who have made life 
worth living. 

We are assembled here for the mutual exchange of 
ideas, for in the grand republic of the intellect there is 
no tariff, but a free interchange of knowledge.. We 
return to you with feelings of pleasure. We return, 
bringing with us those honored pioneers, who first went 
forth into the forests of adversity and battered down 
the barricades of natural prejudice. We come back to 
those instructors who were once associated with us 
as companions, bringing the same fraternal spirit as in 
the past. We are here, knowing that the gentleman 
who is at the head of this household holds the banner 
of duty far above the sword of authority. We know 
that the honorable gentlemen who have been elevated 
to the legal custodians of this institution have its inter- 
ests lying next to their hearts. 

The pessimist tells us that the past is a forgotten 
emptiness, the present a blank and the future a per- 
petual melancholy. Let our past be bright with the 
associations of this institution; our present, enjoyment 
and benefit ; our future, success. 



ABILITIES OF THE BLIND. 245 

Again we thank you for our hearty reception ; and 
if you take but half the pleasure in mingling with us 
as we do in meeting you, the success of the reunion of 
1890 is already accom]:)lished. 



ADDRESS OF MISS RIDENOUR. 

Response to the addresses of welcome. 1890. 

Honorable Board of Trustees, Superintendent of this 
Institution, and Resident Graduates: 
We, the returned Alumni, tender you our most 
hearty and sincere thanks for the cordial reception and 
kind manner with which you have welcomed us back 
again to our dear old Edington. The pleasant greet- 
ings, the warm grasp of the hand, the fond kisses of the 
lips of friendship, together with the familiar accents 
of our names, all combine to revive the old ties of 
friendship, to renew fond threads of acquaintances, and 
to bring us back again into the pleasant and balmy at- 
mosphere of long gone by school-days. 

Carrying us out of the busy world, as it were, and 
bidding us relinquish for the time being all of our many 
various and respective pursuits, bringing relief from the 
pressure of finances, relaxation to the stretched nerve 
and weary brain of the mental laborer, rest to the tired 
limbs and muscles of the mechanical worker, dispelling 
sorrow and harrassing perplexities from the depressed 
and care-worn heart, and uniting us again as of yore in 
the pleasant bonds of friendship and happiness, and 
thus cloistered back again into the heart of our dear 
Alma Mater, we- meet to enjoy each other's society, to 
recall reminiscences of the past, eager to hear the ex- 
periences of each other since last we met, and to glean 



246 THE ACHIEVEMENTS AXD 

whatsoever knowledge we can that shall redonnd to 
our future benefit and profit. 

Honorable Trustees of this institution, the return- 
ing- Alumni are heartih- grateful to you for the time and 
labor you have expended, for all the sacrifices 3-ou.have 
made, and for all the inconveniences 3-ou may have 
undergone in your judicious management of this insti- 
tution ; and especially we thank you for the free heart 
and hand you have given to the furtherance and eflrect- 
ing of this pleasant, and we hope profitable, reunion. 
And, gentlemen, through 3-ou permit us to tender to 
our beloved state the same inexpressible gratitude for 
the noble work she is performing for her sightless chil- 
dren. ^^'e thank her for the founding of this institu- 
tion, for the liberal support and generous care she has 
always bestowed upon it. Through it, she affords the 
facilities of so cultivating the four senses as to supply 
the deficienc3' of the missing one, thereb3- accomplish- 
ing a vast amount of inestimable good and blessing. 
AIan3- a strong heart, broken and crushed under an al- 
most insupportable weight of despair, at the privation 
of one of the most valuable senses with which God 
blessed man, has here been alleviated, making cheerful 
and happ3* in itself, and instead of being an object of 
miser3- and pity, has become a source of comfort and 
blessing to its many friends. 

j\Ianv a noble mind, pent up in the dark recesses of 
uncultivated brain and senses, has here been brought 
out, expanded, made beautiful with lofty thoughts and 
fertile with ideas of the good and beautiful, and has 
been able to go through the world and equally com- 
pete with those who enjo3^ the full use of all the physical 
senses. Many a brave and aspiring spirit, struggling 
'neath the pressure of dependence, and a longing thirst 



ABILITIES OF THE BLlNt). ±\'J 

to accomplish some good in the world, has here been 
taught the way to free itself, and has become not only 
self-reliant and self-supporting, but has been able to 
accomplish its good by its exertions of utility for the 
good and improvement of others. For all these, and 
numberless other blessings our dear noble state merits 
and possesses the life-long gratitude of her blind. 

Officers, teachers and laborers of this institution, 
your visitors are well aware of the excessive time and 
labor you must have spent, of the much worry, anxiety 
and perplexity you must have undergone in preparing 
such comfortable and commodious quarters for us, such 
rich repasts and such grand entertainments, for all of 
which you have our most grateful appreciation. 

These reunions have become stepping-stones in our 
lives. They are not only fraught with pleasure, happi- 
ness and amusement, but they afford much valuable 
and useful knowledge, gained from the experience of 
each other ; they revive the ambition, strengthen the 
timid, and impart encouragement and give new im- 
pulses to greater efforts of improvement, with inspira- 
tion to higher aim and loftier endeavor. 

Though only a school-girl of a few years and very 
young in mind and knowledge, at the time of our first 
reunion in i860, yet we have a pleasant remembrance 
of much that transpired at that time. The long since 
sainted voices, with their familiar tones and accents, 
come to us vivified and fresh this afternoon, like strains 
of musical melody made sweeter, softer and more en- 
dearing by the lapse of years. 

In particular, we remember the addresses of wel- 
come delivered by Dr. Lord and Mr. Lindsey. The 
kind and earnest advice of the first, concerning our 
conduct toward visitors, and with regard to the be- 



24S THE ACHIEVEMENTS AND 

havior of visitors toward each other and toward the 
friends they were visiting; these and many such Hke 
admonitions have clung" to us during the long inter- 
vening thirty years of varying life and changing inter- 
ests; and to-day are still laden with abundance of 
good fruit. And thus, each successive reunion adds a 
link to the golden chain, each being set with its specific 
gem of pleasure, value and merit. 

We thank you for the interest you have taken, for 
all the efforts you have made, for all the exertions you 
have put forth, and for the good free will you have 
manifested in participating with us in the celebration 
of this, our fifth, reunion. Resident graduates, we 
thank you for the friendly welcome you have extended 
toward us, for the hospitable invitation you have given 
us to make your rooms our own, and for the obliging 
accommodations you are so freely bestowing upon us. 
We acknowledge our indebtedness to you for the time 
and labor spent in preparing a programme, in procuring 
reduced traveling rates, and for many other very ac- 
ceptable conveniences. We thank you for the general 
interest you have taken in every way to make this re- 
union a positive success. 

And our kind and beneficent Father, who is the 
first cause and source of all our pleasures and blessings, 
we tender a never ending tribute of thanks, with the 
earnest petition that this may be the happiest, most 
pleasant, and most prolific of good fruit, of any re- 
union we have ever enjoyed together. 



ABILITIES OF THE BLIND. 24i) 



MR. SHAFFER'S PAPER ON THE HIGHER EDUCA- 
TION OF THE BLIND. 

Mr. Cliainiian, Ladies and Gentlemen, Fellow Gradu- 
ates and Students: 

With pleasure I have accepted the duties devolv- 
ing upon me hy the acceptance of the honor bestowed 
upon me by your most honorable committee. In rec- 
ognition of this distinction allow me publicly to 
express my thanks to them. Upon occasion of this 
kind words are inadequate to express the deep feel- 
ing and emotion which swell up from the depth of our 
hearts in response to the honor bestowed upon us. 
Such an inadequacy do I find in the language at this 
time. I therefore hope that my actions toward you 
will be a proper index to my feelings. We have gath- 
ered from all parts of the state to form new acquaint- 
ances, renew old friendships with all the joy we are 
capable of bestowing upon each other, but the prime 
object of our assembling here is for the purpose of 
discussing subjects which are of vital importance to 
us, which are intimately connected with our welfare 
and prosperity. Having these facts clearly and vividly 
before our minds, we will endeavor with the time 
allotted to us to set forth the superior advantages 
afforded us by a higher collegiate education. Not 
having sufficient time to thoroughly discuss and elab- 
orate this absorbing question, we will principally deal 
with abstractions and generalizations, permitting you 
to make your own applications. 

It might be well perhaps at this point in our dis- 
cussion to direct our attention for a few moments 
toward the difficulties and obstacles which lie in our 
pathway. I will simply call your attention to some 



2^(3 I'HE ACHtEVEMEiSTTg AnD 

of the most obvious hindrances which present them- 
selves as we enter the active duties of our Hfe. By 
following this line of thought for a short time we will 
be able to understand what must be done before we 
can expect to meet with any marked success. The 
first thing to which we will direct our mind this morn- 
ing is that all the necessaries and comforts of life in 
this institution are furnished us without any effort on 
our part, which is a detriment to us. Our intercourse 
is principally with those in our own condition, depriv- 
ing us of the opportunity of becoming acquainted with 
the manners, customs, and habits of the people. The 
education and development which we receive within 
these walls are insufficient in their scope of thorough- 
ness to enable us to enter immediately upon a life of 
usefulness and self-support. We simply receive suffi- 
cient mental culture to show to us the utter impossi- 
bility of competing with those having a superior ad- 
vantage. We must either receive a higher education 
or forever relinquish the hope of making a success of 
a professional life depending upon a literary educa- 
tion. 

From these deficiencies we pass to others which 
are as damaging in their effects upon us as those 
just considered. The false sympathies which are prof- 
fered as we mingle with the masses are so disagree- 
able to the majority of us as to discourage many of 
our graduates, especially those having a highly sensi- 
tive nature. A genuine sympathy with all our work 
and efforts would be accepted, but we are conscious 
that it is insincere as we go forth to seek employment 
for our sustenance, and support and meet with refusal 
upon refusal. If not refusal, expecting us to perform 
the work for half the price ordinarily paid to those 



ABILITIES OF THE BLIND. 25I 

being blessed with five senses. I want it to be dis- 
tinctly understood in this place that I do not wish the 
sympathy and pity which is so lavished upon us, but 
what I demand is to be treated as a man. Perhaps one 
of the greatest obstacles which presents itself to us is 
the erroneous opinions of the people concerning the 
nature, kind, and number of things which we are 
capable of performing, many having an idea that we 
are limited to music with its kindred and allied profes- 
sions and occupations, such as teaching music, tuning 
and repairing organs and pianos, giving concerts, play- 
ing for dances, and that most abominable and beg- 
garly occupation, turning hand-organs at fairs and on 
the street corners. We have now pointed out some 
of the things with which we have to contend and 
which must be overcome by some means. 

The question now presents itself, Where must 
these hindrances, be overcome? Shall we go forth 
among the ignorant masses who have wrong impres- 
sions of our abilities and who are incompetent to 
form a correct opinion of the capabilities of the human 
soul with our meager and limited education? Doubt- 
less some of these impediments which I have noticed 
must be overcome where these erroneous ideas exist, 
yet it seems to me the thing which we could do 
before attempting to correct these errors would 
be to thoroughly equip ourselves for the work, 
and as we have seen we are far from having the 
necessary equipments. We naturally ask. Is it 
possible for us to receive this necessary training? 
If so, where? I answer that it is possible to 
receive the requisite training. Were I to answer it 
any other way I would be guilty of denying actual 
experience, also man's capabilities. In furnishing 



252 THE ACHIEVEMENTS AnD 

authority for these statements we will point you to 
those who have received the training, such as Messrs. 
Campbell, Milburn, and others. 

Since we have seen that it is possible to thor- 
oughly prepare ourselves to meet the difficulties under 
which we are laboring, the mind involuntarily asks, 
Where can we receive the discipline? From three 
years of my own experience and from the examina- 
tion of the experience of others, I am enabled to 
answer that in a college for the seeing is the best 
■ place to receive this preparation. I say the best, 
because everything we get must be obtained by our 
own efforts, giving us a preparatory training to meet 
the realities of life. Furthermore, our intercourse is 
not limited to a certain class, but we have an opportu- 
nity to mingle with all grades of society, from the 
highest to the lowest, becoming acquainted with their 
ideas, sentiments, and habits. We have not received 
sufficient mental instruction in this institution to 
bring us on an equality with those whom we have to 
compete with. By continuing our course of study with 
the seeing we receive the same kind of instruction and 
discipline which is given to them. By receiving the 
same instruction we are not laboring under a disad- 
vantage in their direction. We can apply our knowl- 
edge to as great an advantage as our schoolmaster. 
I have discovered by what little experience I have 
had that I must have a superior education to those 
with whom I associate. By this additional instruc- 
tion the inequality is removed^ If we show the 
people that we are capable to perform all those 
things which are done by them, the false sympathy 
and the wrong ideas of which I have spoken will 
be removed without much difficulty and with much 



ABILITIES OF THE BLIND. 253 

less effort if we are thrown among educated people. 
I think we have offered reason enough to prove 
that we must be educated with the seeing if we 
expect to hold our own in seeing society. We will 
now try to point out to you where to make the favor- 
able impression upon the educated class. We must 
rely upon ourselves to go from place to place. We 
dare not make ourselves dependent, as you will 
become obnoxious to your classmates. We have now 
reached a place where we must bend all our energy 
to the accomplishment of one object, that of demon- 
strating to them beyond a doubt that we are fully 
competent to make as fine a record in the schoolroom 
as anyone in the class. This can be done with con- 
siderable ease if our lessons be well prepared. Here 
we have the advantage. We have cultivated our mem- 
ory to such a degree that we can retain our lessons 
with but little effort ; they, not having this advantage, 
must of necessity fall below us. 

The same arguments may be applied in a con- 
siderable degree to literary work. If our class in soci- 
ety work has been equal to the majority of the mem- 
bers, we have convinced and enlightened a class of 
people that we are not in such a helpless condition as 
they supposed. These persons, having a knowledge 
of the things that we have done, will, as they go to 
all parts of our country, tell what has been done in 
college by one of our number ; thus they unconsciously 
fight our hardest battles by giving the masses of the 
people correct information concerning us. This is not 
all of the benefit which we may derive from them. 
These students will become men of influence and 
power. Being acquainted, we may secure their sup- 



254 THE ACHIEVEMENTS AND 

port, in this way assisting us to lucrative positions, 
which will enable us to live comfortable and happy. 

Now, having noticed some of the impediments 
with which we have to deal, shown that we can over- 
come them, designated the best place for this work, 
given the reasons for this belief, and pointed out the 
benefits which we may derive from our student friends, 
we will now endeavor to show what we can do after 
we have passed through college and received a liberal 
education. The question has often been asked me. 
What can you do after you have finished your college 
course ? The answer which I have given is that we 
can enter nearly all the occupations, callings, and pro- 
fessions which are open to receive those having their 
eyesight. My purpose now is to furnish sufficient rea- 
son to prove the statement which I have made. 

The first proof which we will furnish will be of 
a historical character, beginning with those who have 
figured prominently in the different vocations of life 
anterior to the dark ages. The first of these, and 
perhaps the greatest, is Homer, the father of epic 
poetry. We need to say no more concerning him, as 
all are more or less acquainted with his achievements. 
By the study of sacred history the name of Didymus, 
who figured prominently in the theological discussions 
of his age, is discovered. The names which are promi- 
nently illustrious in the realms of literature are Milton, 
Marston, and Prescott, who accomplished their 
achievements after their misfortune. In English poli- 
tics and economics but few are the peer of Henry Faw- 
cett. As an orator and jurist Judge West is not 
excelled by any in our grand old state. 

From the examples furnished we have shown that 
those of oiir members having a sufficient education 



ABILITIES OF THE BLIND. 255 

having made themselves conspicuous as authors, theo- 
logians, politicians, economists, orators, and jurists. 
By data furnished us from the experience of the past 
and by physical investigations, the fact has been estab- 
lished beyond a doubt that by additional efforts • the 
difficulties arising from the deprivation of some of the 
senses may be overcome to a great degree. This being 
true, we have the assurance that our labors will be 
crowned with success, and having once overcome our 
misfortune we will have gained a mental power which 
more than compensates us for the loss of a physical 
organ. We have proved our authority that we are 
able to obtain an education in colleges for the seeing, 
that this is the best place in which to receive additional 
instruction, that we may enter nearly all the voca- 
tions of life and be successful in them, that the obsta- 
cles, apparently insurmountable, may be overcome by 
us. We will notice what part of our number have been 
successful. It is self-evident that those could not 
receive the higher education who were deprived of this 
opportunity owing to financial embarrassment ; hence 
they could not be successful ones. We must, there- 
fore, conclude that they who receive pecuniary assist- 
ance from some source were the ones who were 
enabled to override the difficulties under which they 
were laboring. Now, having shown this requisite to 
be true, it surely becomes each and every one's duty 
to endeavor to secure this requisite assistance for those 
who are unable to secure it for themselves. 

The state has been and is doing a great deal for 
us, but it seems to me that the legislators of our com- 
monwealth could not expend a few thousand dollars 
of the state's finances for a better cause or to a greater 
^.dvantage than to appropriate it to the use gf our 



256 THE ACHIEVEMENTS AND 

number who have the energy and abihty to make life 
a success after they have secured the proper mental 
culture and discipline. Let us therefore petition that 
most honorable body to appropriate a sufficient sum, 
which will enable our graduates to receive a college 
education. 

Again thanking the committee for the honor and 
the audience for their kind attention, I will leave the 
discussion of this absorbing question to those who are 
more competent than the one who has just addressed 
you. 



Mr. Bixon : I have a few remarks to make upon 
this paper, and I come to you fresh from the halls 
of one of the largest universities of the State of Ohio. 
I have succeeded there as well as any blind man could 
succeed, and better than a great many seeing students, 
and I say it in confidence. There are two points in 
this paper to which I wish to call your attention : One 
to the remarks made in regard to the Institution for 
the Blind at Columbus. It furnishes a good education 
to the average blind person, and I would particularly 
mention our president, Mr. Brice, and our vice-presi- 
ident, Mr. Albert Sparks, and hundreds of other self- 
supporting men, and some who are supporting fami- 
lies. Whatever higher education demonstrates, or 
however it is regarded by some, it is to this higher 
education the paper calls our attention. Several of 
us have succeeded in doing it, and all it requires is an 
ordinary amount of pains and an extraordinary 
amount of work; with these two qualifications we can 
get a higher education. The main point I will make is 
the point concerning the means for this education. 



ABILITIES OF THE BLIND. 257 

Our old Superintendent, Mr. Smead, has hit the nail 
on the head when he said we shall not work for public 
money — we are not regarded as much more than beg- 
gars or paupers. If we want to go to college, I think 
the state has done as much for us as for seeing per- 
sons, better than for many seeing persons. Don't ask 
the public for it. Many poor boys go to college, and 
all they have to do is to show the ability. What you 
have to do is to show your ability ; as soon as we show 
ourselves capable we can go to this rich man or 
woman, this church or that church, and say, "Educate 
me for three years and I will pay you back your 
money ; I will earn my own living." Then the blind 
will rise to the eminence and position they deserve in 
this world. As long as we ask this and that from the 
state, no matter what we get, there will be a stigma 
on the blind people. We know what the soldiers have 
done for the country, how they fought, bled, and died, 
and when a soldier asks any attention a hundred thou- 
sand people in the country are ready to assist and sym- 
pathize with him. It is different with the blind 
people ; they have done nothing for the state but live 
on it for years. If we go out in the world, let us go 
out in the world as seeing people ; let us go to college 
as seeing people. I have succeeded, not by ability, I 
don't think, but by doing the work, a thing which is 
applicable to all our class. 

Mr. Shaffer : There are a few remarks I would 
like to make in this place, affecting the beginning of 
the article, and some general remarks made upon the 
claim that it was derogatory to the Institution of this 
state. He has endeavored to point out to you that such 
has been the impression made by this argument. It 
seems to me, or at least I endeavored to make it plain, 

17 



r 



258 THE ACHIEVEMENTS AND 

that I did not mean to cast any reflection whatever 
upon this Institution or upon the development we 
receive in these, but I stated that we cannot and do 
not receive the mental culture and discipline which 
we need ; and when we are hedged in by ourselves and 
kept here, we do not come in contact with seeing 
people, with whom we have to come in contact when 
we leave the Institution ; and another thing, we do not 
receive the kind of training we receive in colleges. 
One thing is possible — from the experience in the 
method of instruction, to have the instruction the same 
as at seeing colleges. We are better able then to go 
forth in the world with seeing people ; must come down 
to work or we cannot be successful. A great many 
people will be ready to assisting ourselves. We have 
got to educate ourselves, get better educations. To 
the majority of people we labor under a disadvantage; 
we must put ourselves on an equality with them, show 
them that we are capable to do that. That is what 
I was going to say — we can bring ourselves on an 
equality. I do not doubt the ability or energy of our 
students, but we are not on an equal footing and we 
cannot bring ourselves on an equal to them without 
this Institution. 

Mr. Bost: I would Hke to make a few remarks 
in reference to the paper just read. I cannot see where 
this comes in only in a few cases. So far as your 
school goes, the higher branches may be different — ■ 
the lower school is just the same as any other college. 
It is proper for the blind to have higher education; 
the difference, as explained, between the blind and see- 
ing people is not so great as people imagine. If we 
want to have higher education, it is not right to go 
to the state and ask to have the money set apart for 



ABILITIES OF THE BLIND. 259 

US. The State has already provided for us. It is our 
duty to obtain it some other way and not ask the state 
for it. 

Mr. Bohrers : I want to say that we agree about 
this method of education, and I want to ask this ques- 
tion. I think the question is, Is there any difference, 
and if so what is it, between a bhnd man's method of 
thinking and the method of those who see? I think 
you have taken the wrong side of the question entirely. 
There is a difterence, absolutely a difference, between 
the method of thought in a blind man and the method 
of thought of a man who can see. There is consider- 
able difference in his education, in the way he has 
learned to think. Think the matter over and give an 
answer to the question. I am glad JMr. Smead has 
talked the way he has on the matter; this theory of 
getting money is all good, but I have my theory, and 
I want to tell you. Higher education is a good thing, 
and the most practical way to get it is for this Asso- 
ciation to put its shoulder to the w^heel and get it. 
Appoint a committee to go to the Legislature next 
winter and say, "Gentlemen, our people are capable 
of higher education ; we want a law to carry such 
pupils as are worthy and capable through the colleges 
of the state — those who are qualified. A boy can go 
through school for $250.00 a year, and you can do 
this — carry the pupils of the state already carried for 
three or four years, and probably four or five a year." 
If the blind people are capable of higher education and 
would receive the most benefit from it, it is well to 
start at the bottom. What a number start without 
anything, handicapped through life, because they 
started wrong when small children. I would suggest 
that this Association appoint a committee, a strong 



26o THE ACHIEVEMENTS AND 

committee, who will solicit aid from the people for the 
establishment of a kindergarten for children, so that 
they can be trained in a much better way than in this 
school. If we can't do both things, let us take the 
higher education. I know a score of ladies and gentle- 
men who will put down a thousand dollars, and we 
can in this manner raise a considerable amount for a 
kindergarten for the blind children, or to send others 
to the colleges of the state. I know with good work 
we can pass a law that will give our people a higher 
education. 

Mr. Welch : I heartily endorse Mr. Bohrer's opin- 
ion on this. I am most decidedly in favor of higher 
education for the blind and the early education of blind 
children. The early laying of the foundation I think 
has struck" the right direction in the kindergarten, 
aside from this school as the early training or laying 
the foundation for the education for the blind children 
of the state. The method he has spoken of I take with 
cordial endorsement, not only for myself, but for the 
majority of the persons. The higher education most 
especially is not only practical but necessary, and had 
it been possible for some of the older pupils of this 
Institution to have the advantages that are now being 
spoken of it would undoubtedly have made a great 
difference in the tenor of our lives. Some of the older 
pupils will call to mind Mr. John McCleary, who passed 
through this institution here and entered college. He 
taught for years in Bluffton school, and competed suc- 
cessfully with those who had the advantage of sight. 
It was not that he had any more talent than any blind 
man or woman now present, but he had the advan- 
tage of money at his command at that time and the 
advantage of higher education. I hope the alumni 



ABILITIES OF THE BLIND. 261 

will act upon the suggestion of Mr. Bohrer. If we 
would become swimmers we must have the advantage 
of the water to swim in. 

Mr. Bohrers : I move that the Chairman of this 
Association appoint a committee whose duty it shall 
be to use whatever influence they can with the Legis- 
lature to arrange whatever they can in their best judg- 
ment to educate boys and girls. 

Mr. DeWeese : I suggeM that the committee con- 
sist of more than the ordinary number, because there 
will be considerable lobbying to be done. 

Miss Ernst : I want to make a remark : It seems 
to me we ought not to be hasty ; there are some prac- 
tical matters to be considered before we go to higher 
education. 

Mr. Bohrer 's motion was put and carried. 

Mr. Bohrer : I move the chairman be authorized 
to appoint a committee whose duties it shall be to fol- 
low the plan as suggested by Rev. Smead, and in get- 
ting funds from the wealthy people of the state to 
found a kindergarten. 

Motion seconded, put, and carried. 

(Paper on "Happenings Since the Last Reunion" 
by Miss Tipton was then read.) 



A PAPER IN THE INTEREST OF THE INDIGENT 
BLIND. 

» BY MISS JENNIE HICKS. 

While we feel devoutly grateful to God that He 
has put it into the hearts of the people to make pro- 
vision for the education of those deprived of sight, 



262 THE ACHIEVEMENTS AND 

there is yet a want that is not met, a want that we think 
a very pressing one. 

We spend but a short period of our hves at the in- 
stitution while acquiring an education; then, when 
school days are over — what of life? When students 
blessed with sight finish their education they may hope 
in the course of time to enter business, secure the means 
of support and form unions and become the happy 
heads of families. The blind should not hope for such 
unions, nor homes secured. 

We do not object to the marriage of a blind gen- 
tleman, when he can get a worthy woman who is able 
to assume the responsibilities of a wife and mother. 
We are aware that just here we are to meet a very 
strong element of opposition. We learn from the pa- 
per of "Happenings," to which we listened with pro- 
found interest this morning, that several ladies have, 
since our last reunion, entered the married state, and 
among the poetical expressions the writer used was 
this : "The golden bells pealed out future happiness." 

We deny the truth of this, for we cannot believe 
that a blind wife is on the way to temporal happiness 
when she assumes the responsibilities of married life. 
We say decidedly that total blindness unfits a lady for 
such a life. While we do not think it advisable for the 
blind to marry, we see no reason why they may not 
become useful, active members of society, with a little 
assistance from the seeing, and it is for that little see- 
ing assistance we come to talk now. We don't mean 
for the blind as a class, but for those of our number 
who, having finished their school days, find themselves 
homeless and unable to earn a living by anything they 
can do. 

And, dear friends, while we may differ in judg- 



ABILITIES OF THE BLIND. 263 

ment as to the manner in which this assistance shall be 
rendered, I am sure we are one at heart in this interest. 
You want these persons cared for ; so do we. You ad- 
vocate that they be collected together and supported as 
a separate class. We advocate that they be supported, 
but distributed among seeing persons. You will say 
that the expense will be much greater if the individuals 
are thus assisted than if kept as a separate class. At 
first thought this might seem true, but on careful con- 
sideration you will find the difference will be but little, 
if any. You designate a place where this class should 
reside as a home. I do not. There is no dearer word 
in the English language to me than the word home. 
What constitutes a home ? Can any place in this world 
be called home, where the inmates are not bound to 
each other by natural ties of affection ? We think not, 
but for convenience we will call this institution you 
speak of a home. In order to have this home estab- 
lished there must be a standing fund, for you intend the 
support to last through life. Count up carefully the 
expenses of one year, the salaries of officers and help, 
the house and furnishings, the table fare and all other 
expenses, and then consider my suggestion to place this 
amount in the hands of a competent, reliable person, 
a man of deep and warm sympathies, a man whose 
heart is fully consecrated to God, and let it be the duty 
of this man to seek out the homeless, indigent blind 
and secure homes among seeing persons for them, pay- 
ing a fair sum for their board, with opportunity for 
them to work where they can, and thus maintain some 
degree of independence. 

While the moon keps in sight of the sun she per- 
forms a very useful mission. But of what use in the 
world would the moon be if there was no sun in ex- 



264 THE ACHIEVEMENTS AND 

istence. Thus, while the blind are associated with see- 
ing persons, they can utilize their abilities to the best ad- 
vantage, and it will be found that many, yes, very 
many, can give full satisfaction for their board by the 
work they do, and do well. Others more dependent 
will need full support and must have their board paid. 
Where homes or board could be secured at one place 
for two who were congenial, we would suggest that it 
would be done, and also that those needing this aid 
should be consulted as to where they were to be located 
and their wishes regarded as far as possible. 

Oh, seeing friends, when you have done all that is 
in your power to better the condition of the blind, their 
burden is still a very heavy one. May we also suggest 
that worthy Christian widows would be most likely 
persons to take such boarders. 

We have been requested to state our objections to 
placing the blind, as a separate class, in a home. This 
we very cheerfully will try to do, and if you can satis- 
fy us that we are mistaken, we shall lay our objections 
aside and acknowledge ourselves in the wrong. We 
cannot deny that, in a sense, we are inferior to seeing 
persons, and it should be the duty of educators of the 
blind to train those under their charge so to use the 
faculties they possess that cultivation of the mind shall 
open the eyes of the understanding and enable the stu- 
dent to stand, as nearly as possible, on a level with those 
who possess physical sight, and also to train the mind 
to desire independence and self-support. 

Now, when pupils enter this institution for educa- 
tion and do not possess any great degree of energy, 
would not the idea of having a permanent home pro- 
vided when the school days are over tend to check their 



ABILITIES OF THE BLIND. 265 

ambition and leave them without any incentive to ex- 
ertion? We think it would. 

Another question : While there are some of these 
homeless ones among the very worthy blind, rendered 
thus dependent by disabled bodies in addition to loss 
of sight, you will agree with me that many, if not the 
majority, would be persons of weak mental powers or 
lacking good principles, and we ask, would it not be 
very disagreeable for those who are worthy, to be 
thrown into the intimate associations of a home with 
such uncongenial companions? It most certainly 
would. 

Another question : If the blind were relieved from 
all care with regard to their own interests, with noth- 
ing to engage the mind, with no aim in life, would it 
not have a tendency to weaken their mental powers? 
We think it would. We could give instances to prove 
this assertion if we had time. 

Another question : As the majority of the inmates 
of the home would be persons of starved affections, 
would not the association of the sexes lead to unhappy 
attachments and distress ? We say yes. 

Other objections might be given, but we shall take 
time for but one more, which we esteem the greatest of 
all. Would it not interfere with the mission which God 
has given to each life, if thus shut out from active con- 
tact with the world ? 

Can we not glorify God in our affliction by showing 
the power of His sustaining grace in our hearts and 
lives, as we meet the members of different households 
of which we form a part? 

Dear friends, we trust that you will give the plan 
we have suggested an honest and earnest investigation 
before you cast it aside, then if you prove there is no 



266 THE ACHIEVEMENTS AND 

merit in it, adopt your own ; but we entreat you to care 
for and provide in some way for our needy blind. 



Mr. Brice: We must all acknowledge that we 
have listened to a very able paper, and one very elo- 
quently delivered. There are some views in the paper 
that I might take exception to. It is very strange 
sometimes how two people, from the same standpoint, 
will think very differently upon the same thing. This 
idea of blind people marrying being all well enough 
for blind men but not for blind ladies is erroneous. I 
think it is just as important for blind ladies as for blind 
men, and they should not be deprived of that happiness 
because they are blind. There might be some great 
difficulties in the plan Miss Hicks suggests. Blind 
people could not always find congenial families where 
they could be boarded and taken care of and be happy. 
While I believe there is some disadvantage in having 
a home, and she speaks of the association with people 
not congenial, yet they could enjoy life a good deal 
better, it seems to me, under those circumstances, than 
if in families where they would be compelled to stand 
aside and not be treated well ; besides, blind people in 
association with each other are happier and enjoy 
themselves better than they otherwise would. While 
I don't suggest aggregation to any extent, in the case 
of a home for blind persons old and infirm, I think 
that were preferable to any other plan. 

Mrs. Penfield: ' I am one of the blind married 
women, and I want to say there is nothing in reference 
to housework or a wife's duties that a blind lady cannot 
do if she is determined to learn. I think I can do al- 
most anything about a house; it just takes will and 



ABILITIES OF THE BLIND. 267 

determination and energy. If I didn't have a husband 
to support me and a home in a beautiful place, I have 
a lot of relatives and I would go there and work for 
my board. If I could tell you now what I can do, you 
would be astonished. When I was here at the institu- 
tion I was told, "Oh, the blind can't cook." I can cook. 
"The flies will drop into your victuals." They don't 
drop into my victuals. I can turn over beefsteak as 
nice as anybody ; I wish you would come and see me. 
I get indignant on this question when they say a blind 
woman is not capable of being a wife and mother; I 
think she is. 

Miss Hicks : I should not have said they cannot 
be a wife and mother; I think they can be wives, but 
not mothers. I think little hands need some watching. 
I can cook, but I wouldn't want to have to keep the 
things away from the little hands. 

Mrs. Penfield : Put the things out of the reach 
of the little hands, that is the way to do it. 

Miss Ernst: I can't make a speech. I have a 
great many ideas in my mind, but I can't express my- 
self. I would like to have those who know these 
things tell us. We can't get over the fact that there is 
a certain amount of sympathy among ourselves and that 
we accept sympathy from other people. We have peo- 
ple here who from one term to another go out to poor- 
houses and infirmaries for the summer and are sur- 
rounded by the class of persons who make their home 
there. I think that is a. very bad state of affairs. There 
are persons in this institution who have not a single 
relative to care for them and who are not able to keep 
house. It seems to me if there were a home established 
where such persons could go and not have to go to the 
poorhouse, it would be so much better. This higher 



268 THE ACHIEVEMENTS AND 

education does not break the prejudice of the world; 
it exists in the best educated minds ; it is hard to- break 
it down. We all know there are many persons who can- 
not learn to be self-supporting, but who, in some place 
of that kind well managed could do something to make 
life pleasant. I don't think it would require very much 
expense to keep up a home ; persons there could get 
along by helping in the work. I would like to hear 
some views on the subject. 

Miss Smith : I think this idea of a home for the 
blind is a good one. A great many who can't make 
their own living have no home and must go to the in- 
firmaries ; they are not independent ; they must mope 
around and have hard lives to no purpose. They could 
be taught how to do something and learn to support 
themselves. 



HISTORY OF THE OHIO INSTITUTION FOR THE 
EDUCATION OF THE BLIND. 

BY G. L. SMEADj, OF 189O. 

The Ohio Institution for the Education of the 
Blind was the fourth in order of establishment in the 
United States. The institutions in Boston, New York, 
and Philadelphia preceded that of Ohio hy a few years. 

Among the subjects considered at a state medical 
convention held in Columbus on the 5th of January, 
1835, was the establishment of public asylums for the 
reception of the insane and for the instruction of the 
blind. 

During the sessions of 1834 and 1835 the legis- 
lature authorized the Governor to obtain statistics of 
the unfortunate of the state. In his message to the 



ABILITIES OF THE BLIND. 269 

Thirty-fourth General Assembly, Governor Robert Lu- 
cas reported that from fifty-five counties the number of 
blind persons was 202. The whole number of blind in 
the state was then estimated at 250. 

On the nth of March, 1836, the legislature by 
resolution appointed Rev. James Hoge, N. H. Swayne, 
Esq., and Dr. Wm. M. Awl a board of trustees to ob- 
tain information in relation to the instruction of the 
blind, together with the probable expense of commenc- 
ing school. This board was required to report to the 
next General Assembly. The trustees ascertained that 
in fifty-nine counties there were 287 blind persons. It 
was estimated that about sixty of these were proper 
persons to receive instruction in a school. From in- 
formation secured, the trustees estimated that there 
were at that time five hundred blind persons in Ohio. 
The board concluded that the sum of $1,500 was nec- 
essary to commence the school. Upon invitation of the 
board. Dr. Samuel G. Howe, the director of the Boston 
institution, with several of his pupils, visited Colum- 
bus. On the 23rd of December, 1836, Dr. Howe 
addressed the legislature on the subject of the educa- 
tion of the blind, and exhibited the proficiency of the 
pupils who were with him. 

In view of the facts ascertained, the board recom- 
mended the immediate establishment of a school for the 
blind. Dr. Wm. M. Awl, of Columbus, drew up the 
resolution which gave existence to the institution and 
it was passed by the legislature on the 30th of April, 
1837. The same board was appointed to secure land, 
commence the building and proceed with the school. 
In pursuance of this purpose the trustees secured, for 
the site of the building, nine acres of land east of the 
city limits of Columbus, on the north side of thf Na- 



2^0 THE Achievements and 

tional road. The price of the land was contributed by 
citizens of Columbus and the deed presented to the state. 

The board appointed N. B. Kelley, of Columbus, 
architect and superintendent of construction, de- 
termined upon the plan of the building, and directed 
Mr. Kelley to make contracts for material and prepare 
for commencing work the following spring. The house 
of Mr. Joel Buttles, on South street, was rented at once 
for the use of the school. But soon there was need of 
larger accommodations and one of the "Eight build- 
ings" on Town street was secured and used until the 
completion of the building erected by the state. 

On the Fourth of July, 1837, the school was in- 
augurated. The opening exercises were held in the 
First Presbyterian church. There were present five 
pupils. This number was increased to eleven before 
the close of the year. 

Mr. A. W. Penniman, who was educated in the 
Boston institution and afterward assistant teacher in the 
Philadelphia institution, was selected as the first 
teacher. Mr. Isaac Dalton was the second steward and 
Mrs. Dalton the first matron. The trustees showed 
their intelligent appreciation of the wants of the school 
by expending $256 for books and apparatus procured 
from Boston and Philadelphia. Among the items pur- 
chased were a box containing the alphabet, figures and 
punctuation marks, made of pin points, $30; forty-two 
pounds of type, $21 ; an alphabet cut in wood, $2.60; 
eight arithmetic plates and type, $40; two dozen writ- 
ing boards, $2.50; maps of the world and of the Unit- 
ed States, $36. Among the books in raised print were 
the New Testament in four volumes, Baxter's Call, The 
Dairyman's Daughter, geographies, grammars and 



ABILITIES OF THE BLInD. 27I 

Spelling books. The sum expended for salaries an'd 
current expenses for the first year was $1,707.15. 

The studies of that year were reading, writing, 
arithmetic, geography, grammar, and music, both vocal 
and instrumental. Music was recognized as of so great 
importance that $229.50 were at once expended for a 
piano. 

In these early days of the institution the girls were 
taught housework, knitting and sewing, while the boys 
were endeavoring to learn the trade of shoemaking, in 
which, as the third report says, ''several of them have 
made very good proficiency. 

The first building was occupied October 15, 1839. 
It was intended to accommodate from sixty to eighty 
pupils, with the necessary officers and teachers. In it 
were provided school-rooms and workshops. There 
was expended in the construction of this house and the 
outbuildings about $34,409. 

For the first three years the school was under the 
direction of the principal teacher, Mr. Penniman. In 
May, 1840, Mr. William Chapin entered upon his du- 
ties as the first superintendent. In those days it was 
especially necessary to make the existence of the insti- 
tution known and to demonstrate the practicability of 
educating the blind. For this purpose both Mr. Penni- 
man and Mr. Chapin made frequent visits to the cities 
and towns of the state, taking with them several of the 
pupils and giving exhibitions of their proficiency in 
literary studies and in music. These exhibitions ex- 
cited great interest and called forth many expressions 
of approbation from the citizens of the state. Also vis- 
its were made to the capitals of Kentucky and Indiana 
and exhibitions given in those cities before the legisla- 



27^ THE ACHIEVEMENTS AND 

tures, resulting in founding institutions in both those 
states. 

March lo, 1838, an act was passed fixing the tui- 
tion and board at $100 per year for residents of the, 
state, and $120 for non-residents. This act permitted 
the admission of twelve indigent pupils who should be 
boarded and instructed at the expense of the state for 
five years. 

By an act passed in March, 1843, the trustees were 
authorized to admit, free of charge, as many pupils as 
they thought proper ; to continue for two years longer 
those who were too young to be dismissed and to admit 
free for two years indigent persons over twenty-one 
years of age for the purpose of learning a trade. This 
last provision was the beginning of the adult depart- 
ment, which has continued, with modifications, to the 
present time. 

March n, 185 1, the distinction between indi- 
gent and pay pupils was abolished, and all of proper 
age, character and mental capacity were admitted free 
to receive board and tuition at the expense of the state. 
Thus the institution became and has been ever since a 
free school for the blind of Ohio. 

In 1845 Mr. Chapin visited Europe and made an 
examination of various institutions for the unfortun- 
ates. Upon his return he made a full report of his 
observations, which added very much in those days to 
the information concerning the education of the blind. 
This information was published in the ninth report of 
the institution. 

At the end of the fiscal year, October, 1846, Mr. 
Chapin resigned his position as superintendent. The 
school, during his last year, had enrolled seventy-three 
pupils; 124 had, to that time, enjoyed the privileges 



ABILITIES OF THE BLIND. 273 

of the institution. Mr. Chapin's administration was 
eminently successful. He was a man of earnestness 
and intelligence. His heart was in the work of the edu- 
cation of the blind and he gave much thought to im- 
proving methods of instruction. Especially was his at- 
tention given to increasing the facilities in the indus- 
trial department. He also contemplated and advised 
the establishment of a working home for the adult 
blind, to be situated in Cincinnati, or in one of the 
large cities of the state where a market could be found 
for the manufactured products of the home. 

Mr. Chapin was in 1849 appointed superintendent 
of the Philadelphia Institute for the Blind, where he 
showed the same persevering zeal and ability which 
were of so much value to the Ohio institution. In Phila- 
delphia, Mr. Chapin was permitted to fill out a career of 
usefulness and philanthropy granted to very few. His 
sympathies and practical benevolence extended beyond 
his special work to various institutions for ameliorating 
the condition of suffering humanity. 

He remained at the head of that institution to a 
good old age, keeping up his interest in the work and 
attending the conventions of educators of the blind even 
when age might have excused him from the service. 
When too old too bear longer the care and burden of 
the institution, he was retired upon a living salary to 
rest for his remaining days amid the scenes of his life's 
work. A fit recognition of a useful, faithful life. A 
fit prelude to the heavenly rest upon which he entered 
September 20, 1888. 

Upon Mr. Chapin's resignation, Mr. Penniman 
was made acting superintendent and continued in that 
position until the spring of 1848. In April, 1848, Mr. 
George McMillen, of London, Madison county, Ohio, 

18 



274 THE ACHIEVEMENTS AND 

took charge of the institution. Mr. McMillen was an 
experienced teacher and entered upon his duties with 
earnestness. The work of the school was kept up to 
a high standard. To him is due the suggestion that 
the distinction between indigent and pay pupils be 
abolished and that all blind persons of proper age be 
admitted and instructed free of charge, and during his 
administration this important change in the institution 
was made. Mr. McMillen continued in office until 
his death, July 25, 1852. The committee ad interim 
of the board of trustees, in their report of that 
year, speak of Mr. McMillen as follows : "The 
close of the last session was saddened by the de- 
cease of George McMillen, Esq., the late superintendent 
of the institution. For more than four years he had 
faithfully and honorably discharged the duties of that 
honorable post. Under his control the institution com- 
manded public confidence and continued to fulfill the 
ardent anticipations and benevolent designs of its 
founders and friends. He exhibited by his energy and 
assiduity a laudable devotion to the interests of the state 
and to the duties of his calling, and contributed much 
by his talents and intelligence to sustain the reputation 
and develop the adyantages of the school, and success- 
fully guided, by his salutary teaching and exemplary 
life of morality and religion, the pupils committed to 
his care in the pursuit of life's highest and holiest 
aim." 

Until 1852 the institution was under the direction 
of a separate board of trustees. By act of April 28, 
1852, all the state institutions were placed under one 
board of nine trustees. This policy continued until 
April 8, 1856, when the institutions were again re- 
stored to the management of separate boards. 



ABILITIES OF THE BLIND. 275 

Sixty-nine pupils were enrolled the last year of 
Mr. McMillen's administration, and by his last report 
one hundred and ninety-nine had from the beginning 
been connected with the school. By the census of 1850, 
nine hundred and twelve blind persons were reported 
in the state of Ohio. 

In May, 1852, Mr. Penniman, so long a faithful 
teacher and at times performing the duties of superin- 
tendent, resigned his position and terminated his con- 
nection with the institution at the close of the term. 
His resignation was much regretted by the board of 
trustees and by all connected with the institution, and 
he has always been held in grateful remembrance by 
those who came under his instruction. 

In the summer of 1852, R. E. Hart, Esq.. of Mari- 
etta, was elected superintendent. His administration 
was, so far as we know, marked by few events out of 
the usual course, the school pursuing the even tenor 
of its way. Mr. Hart, was an advocate of the higher 
education of the blind. He proposed a plan of two 
departments in the school, the academic and the 
collegiate. In the academic department he would have 
the pupils pursue the common English branches. To 
the collegiate department he would admit, at the com- 
mencement of each year, such students as had mani- 
fested ability to learn, and who should pass satisfac- 
tory examination in the required preparatory studies. 
The studies in the collegiate department should be, in 
his opinion, the English, Latin and Greek languages, 
and literature and such other studies as are usually pur- 
sued in colleges. He claimed that such an education 
would afford a higher degree of culture and also fit the 
students to fill higher positions in the profession of 
teaching ; positions better adapted to the blind than 



276 THE ACHIEVEMENTS AND 

the lower grades in that profession. Such was his 
Une of thought, as expressed in one of his reports ; and 
perhaps these opinions shaped somewhat his direction 
of the studies of the institution. Mr. Hart's adminis- 
tration of four years ended in July, 1856. 

July 4, 1856, Dr. A. D. Lord assumed the dutiea 
of superintendent of the institution. In the appoint- 
ment of Dr. Lord the trustees showed an intelligent 
appreciation of the purpose of the institution as a 
school for the education of the blind. Dr. Lord was 
eminently an educational man. He was by nature, by 
duration, and by experience, a teacher ; a teacher not 
only of students, but a teacher of teachers. In the 
twenty-second year of his age, he became principal oi 
the Western Reserve Teachers' Seminary, at Kirtland, 
Ohio. There he remained for eight years, having each 
year under his charge nearly three hundred students, 
many of whom went out as teachers to all parts of the 
state. In 1843, ^^ Kirtland, he inaugurated the first 
teachers' institute ever held in Ohio. When such insti- 
tutes became common, he was often called to conduct 
them. In these gatherings of teachers he made his 
influence felt in the cause of education, and hundreds 
of teachers imbibed his enthusiasm and went forth to 
their work with a loftier appreciation of the responsi- 
bilities of their high calling. Dr. Lord was one of the 
pioneers in improving the public school system of Ohio. 
By his influence the system of graded schools was 
established in Columbus. In 1847 he was appointed 
superintendent of the schools of this city, in which posi- 
tion he remained for nine years. He edited different 
periodicals, The Ohio School Journal, The Public 
School Advocate and The Ohio State Journal of Edu- 
cation. With such preparation and experience, com- 



ABILITIES OF THE BLIND. 2/7 

bined with a love for his calling and a heart responsive 
to the needs of humanity, Dr. Lofd came to the super- 
intendency of this institution. 

With no reflection upon others, his administration 
may be said to mark a new era in the history of the 
institution. Circumstances were favorable. He was 
assisted by Mrs. Lord, who was the mother of the 
institution, as he was the father. He had generally 
associated with him a corps of officers and teachers 
who were in harmony with his spirit and methods. The 
mutual confidence of himself and the board of trustees 
secured unity in the purpose and management of the 
school. His reputation throughout the state attracted 
pupils and secured the confidence of parents. And 
freedom from political interference enabled him to look 
forward with assurance to the fulfillment of his plans. 
The moral influence of Dr. Lord's method of discipline 
was peculiarly effectual ; effectual, first, because his 
methods were fine ; and, second, because behind his 
methods was the presence of a man of pure life and 
tender heart. The annual attendance of pupils during 
this administration of twelve years increased from 
sixty to one hundred and fifty. In August, 1868, Dr. 
Lord resigned to accept a similar position in New York 
State Institution for the Blind, at Batavia, N. Y. 

The school there was not yet organized. He 
established it upon a firm basis of usefulness, and con- 
tinued to be its superintendent for seven years, till 
March 7, 1875, when his useful life was cut short by 
death and he passed to the better life, leaving in two 
institutions and in two states many sorrowful and 
loving hearts who have ever cherished the memory of 
his noble character as an inspiration to better lines and 
higher usefulness. 



278 ♦ THE ACHIEVEMENTS AND 

Upon Dr. Lord's resignation, G. L. Smead, who 
had been the senior teacher in the institution for nine 
years, was appointed to succeed him. For many years 
it had been reahzed by those in charge of the institu- 
tion that the building first erected was too small for 
the growing wants of the school. It was built to 
accommodate about sixty pupils. Some addition had 
been made to its capacity. One hundred and thirty 
pupils had been crowded into it. So many inmates 
involved much risk of health. Several applications 
to the legislature were made for relief, but the finances 
of the state in those days did not justify. the expendi- 
ture. The war from 1861 to 1865 was an effectual 
bar to any increase of the capacity of the building. 

In 1866, permission was obtained to erect quite 
an extensive addition to the house, but when the plans 
came to be devised it was deemed unadvisable to make 
further additions to such a building with the prob- 
ability that in a few years the growing institution and 
the developing taste of the public would demand an 
entirely new building. Accordingly the trustees deter- 
mined to abandon the project of adding to the old 
building and go to the legislature asking an appropria- 
tion for a new house. In 1867, the legislature passed 
an act authorizing the board to erect a building to 
accommodate three hundred pupils, with the necessary 
ofificers and teachers, at a cost not to exceed $175,000. 
Plans were secured, but it was found that a suitable 
building could not be erected for less than $330,000. 
The trustees being unwilling to enter upon the con- 
struction of a building whose cost should be greater 
than the sum fixed by the legislature, decided to wait 
and present the matter again to the General Assembly. 
By act of May 6, 1869, the trustees were directed to 



ABILITIES OF THE BLIND. 279 

erect a building at a cost not to exceed $275,000^ 
William Tinsley, of Cincinnati, who had prepared the 
plans, was employed as architect. The plans were 
modified to bring the building within the required cost, 
and in the spring of 1870 the foundation was laid. 

Four long years of watching and waiting were 
consumed in its construction. May 21, 1874, the new 
building was occupied by the school. The pupils 
became accustomed to their new quarters, and the work 
of the classes went on as though no change of place 
had been made. The new house w^s commenced in 
the trusteeship of H. C, Noble and F. C. Sessions, of 
Columbus, and Stillman Witt, of Cleveland. It was 
completed and occupied under H. C. Noble, Thomas 
Bergin and John G. Dunn. The cost of the new build- 
ing, according to the report of 1874, was about 
$358,477.92. Later, a new boiler and coal house was 
added, which, with the new workshop and barn, made 
the present buildings aggregate the sum of $376,477.92. 
During this administration some new kinds of work 
and method of instruction were introduced, viz., the 
use of the sewing machine, the knitting machine, the 
typewriter, cane seating and mattress making; also 
the New York point-print was introduced and the kin- 
dergarten established. The tuning department, after 
some interruption, became a fixed fact and has been a 
valuable profession and means of livelihood for many 
who have gone out from the institution. Quite an 
addition was made to the apparatus of the institution. 
A pipe organ was placed in the chapel, and the number 
of pianos was largely increased. 

From 1868 to 1885 the institution advanced from 
the old house, crowded and ill-adapted to the uses of 
the school and poorly furnished with apparatus, to a 



2§0 THE ACHIEVEMENTS AND . 

well-equipped school with ample resources for doing 
the work for which it was established. Mr. Smead 
served the institution twenty-five years — nine as 
teacher and sixteen years as superintendent. He was 
succeeded in January, 1885, by Henry Snyder, at that 
time the senior teacher. He held his position until 
July, 1885. Mr. Snyder was followed by Dr. H. P. 
Fricker, of Ashtabula, Ohio, who occupied the position 
during the remainder of Governor Hoadley's adminis- 
tration. At the close of the term ending in June, 1886, 
Mr. C. H. Miller became superintendent, and was in 
office at the end of the first fifty years of the history of 
the institution, in 1887. In 1837, the first year of the 
institution, there were eleven enrolled pupils. The 
expenses that year are recorded as $1,707.15. By the 
last report, November 15, 1889, there were enrolled 
283 pupils and the expenses were $48,328.72; 1,502 
pupils in all have been connected with the school as 
students or in the workshop; $1,786,321.66 have been 
expended, $510,086.40 for permanent improvements 
and $1,276,235.26 for maintenance. Dividing the 
whole expense by the whole number of pupils, we have 
the sum of $1,189.22 expended for each person taught 
and supported by the institution. The employments 
taught in the institution during its history are as fol- 
lows : The making of shoes, baskets, brushes, carpets, 
door mats, brooms, mattresses, cane seating, hat braid- 
ing, bead work, hand and machine knitting, hand and 
machine sewing, crocheting, house work and piano 
tuning. The number of officers and teachers, from 
the beginning to the present time, is as follows : 

Trustees 55 

Superintendents ^ 9 , 

Teachers 94 



ABlLiTIliS OF THE BLIND. 281 

Stewards 11 

Matrons 12 

Assistant matrons 12 

Housekeepers 3 

Physicians 11 

In this brief sketch I know that the most important 
part of the history of the institution has not been writ- 
ten. Statistics and figures can easily be given. Events 
may be readily chronicled. But this institution was 
founded to produce results upon life and character, and 
these results can not adequately be expressed in words. 
I may describe a beautiful flower to you. I may give 
its scientific name and structure, and the order to which 
it belongs ; but you must touch it to know the soft 
delicacy of its petals ; you must smell it to perceive it^ 
sweet fragrance. So effects upon character must be 
experienced in order to be known. The work of this 
institution has been wrought into your lives by a Mas- 
ter whom I can not hope to imitate. What you did 
while in the institution, what you have done since, is a 
part of its history to each one of you. The results of 
your training here have been reproduced in your daily 
lives. So the institution can say to you, "Ye are our 
epistle, known and read of all men." I have sketched 
a few events of the past. My task has been the easier 
one. While I have written history, you have made it. 
The harder task has been yours. But the past is fixed, 
no change can affect it now. The question for us to 
answer is, What shall the future chronicler write? 
That will depend upon what history shall be made by 
ourselves and those who come after us. Then let us 
take our experiences, whether fortunate or unfortu- 
nate, our opportunities for education, our ability to do 
good, and with them make in the days to come a his- 



252 The Achievements and 

tory more full of the best fruits of character than the 
past has been. If we work out in our lives that which 
is best and noblest the real result may never be put 
upon paper, but it will be written upon the soul, and 
what is worthily written there will last forever. 

The first fifty years of the work of the institution 
are with the past. Has its work been well done? 
What better shall it do in the future ? What we write 
to-day matters but little, but it matters much what 
those in charge of this institution shall do in the future, 
what training shall be given and what influences re- 
ceived by those instructed here. 

Let us remember that the institution is a sacred 
trust, to be administered for the blind of Ohio. Your 
work as teachers is a sacred trust committed unto you, 
to be done not for yourselves but for your pupils. And 
your education and training as pupils is just as sacred 
a trust to be sought for, and earnestly and faithfully 
used for what you may do in the world, and for what 
you may be in the highest development of yourselves. 
So will you make a history which you will not blush 
to have written ; which shall be a deeper and higher 
joy to you than any pen or pencil can delineate. 



Question from the Question Box. 

Is the field of law ever practicable for a blind 
man? » 

Mr. Lumb : I move the rules be suspended, and 
Mr. Campbell be given ample time to answer that 
question. 

Motion seconded, put and carried. 

Mr. Campbell : Why, Mr. President and friends, 



ABILITIES OF THE BLIND. 283 

I am sure that I ought not be called upon to answer 
a question like that. I would like to say to these peo- 
ple here, although in my utterances I sometimes say 
that the business of each and all of us is simply to do 
what we can, that we must succeed if possible, to the 
end that those who come after us may find an avenue 
open in which they may gather a harvest which we 
have failed to secure. You know, my friends, that the 
great accomplishments of the world have been over 
the bodies of those who have tried and failed. It was 
hard for them, but great for those who came after. Do 
you not remember that the great champion of his day, 
Gustavus Adolphus, had but to die that his army 
might win the victory ; he had to lie in the grave, lie 
bleeding and dead, to inspire his soldiers with the ne- 
cessity of the struggle that was necessary to victory. 
Now you ask me to say to you whether the field of law 
is a desirable one for those who see not. I am not going 
to say, for the reason that there where I have failed 
others to come after me, profiting by my mistakes, my 
neglect, my incompetency, my lack of learning, my 
weakness of speech, might build up profitably, and, 
taking lessons from what worrying I have done, suc- 
ceed in what I have failed to accomplish. So far as 
my own experience goes, now and then, from time to 
time I have turned, as necessity required, my attention 
to law. I have made a fair income, and yet I would 
not advise any young man to pursue it if he came to 
me and asked for advice. But if, of his own inclina- 
tion, if of his own desire to make a path for himself, 
he came to me and said he had determined to study 
law, I should not utter one word of discouragement or 
throw one stone in his way. But if he came as an 
honest inquirer and said. Do you think it a desirable 



284 ' THE Achievements and 

thing for a blind man to study law, with a view of 
practicing? I should say to him, My friend, I would 
not. If he asked me if it was a desirable thing to study 
law for the discipline it gives the mind, I should reply 
to him as my friend. Prof. Romans, a scholarly man in 
the profession, replied to me when I said to him, "Now, 
Professor, I suppose that if I should never practice 
the law, it would be a desirable thing to study for dis- 
cipline for the mind;" said he, "Now, I don't know 
about that. I think the law does for the mind what 
the grindstone does for an axe : it sharpens it, but it 
makes it pretty thin ;" and nothing was more truthfully 
uttered, nothing more exactly speaks of a continual 
application to the principles of legal conclusion than the 
utterance of the professor. Now, so far as under- 
standing the principles of law and as mastering them 
thoroughly is concerned, a blind man can do that just- 
as well as anybody and perhaps a little better than a 
great many people. 

We have a very successful professor i-n our town, 
who said one day to a friend of his, "John, your pro- 
fession is law ; you want to sit down and study law." 
"Well," says he, "I will do it ;" so he got down Black- 
stone and tried it, and he sat in his rocking chair and 
rocked backwards and forwards and backwards day 
after day and week after week, for five or six weeks. 
During that time he checked off as much as some ten 
or a dozen pages of Blackstone. Finally the professor 
turned to him and said to him, "There is just as much 
law in you as in the leaves of this tree. Get out of 
here." So after he had worked away all these days 
that he might understand Blackstone, he carried it 
across the room, opened the book-case door and, reach- 
ing away up to the top shelf, put it in, saying. 



ABILITIES OF THE BLIND. 285 

"There, now, stay there ;" says he, "I take notice 
that I can make just as much money as lots of those 
fellows who have read that book clear through." 
Now, if mastering the fundamental principles, if grasp- 
ing what is really the question, substantially in the 
laws, was all that was required of a blind man he could 
do that just as well as anybody. But I want to tell 
you, my friends, that in the law, as in most everything 
else, you have to be able to meet the clap-trap by which 
cases are won. A blind man can stand in the higher 
walks of the profession, and deal with the great ques- 
tions that call for the consideration of the lawyer ; if 
that were all that is required, there would be no diffi- 
culty at all, not a bit. But providence had ordained, or 
circumstances at least require that the progress of a 
man through this world should be from beginning to 
the end ; starting at the bottom, and ending as nearly 
as he can at the top. Now, if you have never started 
at the bottom, if you need have nothing to do with the 
justice of the peace, you would get along very well. 
If you could step at once into the ofifice of the supreme 
court there would be no difficulty. But courts and 
juries are uncertain; you can give an absolute quota- 
tion in the exact words of a decision that has been ren- 
dered, of testimony that has been given, of a statute 
that has been made ; you can, just as well as any one, 
stand up and say to the court it has been decided so and 
so, and his honor, from the bench, may say to you, 
"Where is it?" You may be able to give the exact 
citation, the title of the case, the form of the report 
and the number of the page ; but if you have any prac- 
tice that will enable you to make a living, you cannot 
and will not have time to memorize the exact words to 
be used, and it is the exact words of the decision that 



286 THE ACHIEVEMENTS AND 

make their impression on the court and jury, although 
the jury has no business to pay any attention to it at 
all; yet you and I know, or you would know if you 
gave any attention at all to the trial of a case, that these 
opinions are read to the coujt with a view of making 
the jury decide the law as well as the facts of the case. 
Now you cannot memorize the exact words of the 
decision, at least I could not if I had a considerable 
number of cases on the docket or if I had in each case 
ten or twelve or twenty of the decisions to refer to. 

Now that is the great difficulty in entering upon 
the practice of law for blind people, in the lower walks 
of the profession. If you get higher, if you get into 
the supreme court, if you could furnish a brief, and if 
you could make your citations in writing, there would 
be no difficulty at all. This world don't run that way ; 
you don't get to the top unless you start at the bottom ; 
it don't miake much difference what it is. You can go 
farther and fall to the bottom, unless you start at the 
bottom, unless 3'ou be a jewel, I don't know ; there are 
lots I have met I wouldn't suspect of being jewels. If 
you are a jewel that is all right, you go right into the 
top at the very first attempt. 

Then another difficulty is, you have to be largely 
dependent upon a partner, unless you get sufficient 
practice in the beginning to warrant you in employing 
help. Then your partner finds the revenues coming in 
and that he is indispensable to you, and that you can't 
get along without him, and he will begin to require 
more and more of the proceeds of the office ; therefore, 
you can't depend upon a partner, or anybody else. The 
only partner sure to be depended upon is your wife, and 
you can't do it there even, unless you have struck it 
right. That is the difficulty in the practice, and that 



ABILITIES OF THE BLIND. 28/ 

is the difficulty you will have to encounter in the law. 
There is a department in which a blind man can emi- 
nently succeed, and I state it here for the encourage- 
ment of anybody who thinks of entering that pursuit, 
that path of labor, that there is in this field if he has 
intellect : he can examine witnesses, although there are 
cases in which we think it a very necessary thing to 
see the witness, to see the manner of man and the cir- 
cumstances surrounding. 

Still, a man might do it, and if he came to the 
argument of the case to the jury he might succeed. I 
have -argued a number of cases to the jury in my time, 
and what effect they have had I don't know ; I don't 
think that anybody knows what effect an argument has 
either to the court or to the jury. What I say to every 
blind man who comes to me to talk about studying law 
or to talk about pursuing any particular kind of busi- 
ness or trade or industry, is simply this : My friend, 
go in and do the very best you can. Succeed if pos- 
sible, for the good of those who come after you ; fail 
if you must, but remember all the time that your great 
business is to develop a manly character and a worthy 
citizenship. If you fail, if fortune should be against 
you and you should have made a mistake in the busi- 
ness of your life, let this be your consolation and let it 
go down with you to the grave, that your failure is 
but a stepping stone to another man's success ; and so 
act that your heart, for I believe in heart, and your 
brain — and I believe in brain — shall suffer no cor- 
ruption, and that you may know that you have your 
work in this world and will receive the reward belong- 
ing to you in the life everlasting, 



288 THE ACHIEVEMENTS AND 

ADDITIONAL EMPLOYMENTS OF THE BLIND. 

BY MR. J. P. HICKEY^ OF 189O. 

Mr. President J Ladies and Gentlemen, and Members 
of the Alumni: 

To acknowledge that I have had but little practical 
experience in the unmeasured world of thought and 
action is to admit the possible existence of otherwise 
inexcusable and perhaps fatal errors in the few sug- 
gestions I am about to offer ; but since there are those 
among you whose noblest act of pen and mind has 
ever been the elevation and general improvement of 
those suffering with like affliction, I do not doubt but 
that such errors will be detected and dealt with accord- 
ing to their respective demerits. Upon noticing my 
name affixed to the programme for this reunion I 
must confess that for some time I entertained serious 
misgivings as to my fitness to discharge the duties 
as becomes the urgent requirements of this occasion. 
Even now I approach the subject with not a little hesi- 
tation. I am convinced from what investigations I 
have been able to make that to do justice to my paper, 
personal experience, my own or that of another, is an 
indispensable qualification. 

That most blind persons who have received a 
thorough course of instruction in one or all the 
branches taught in our institutions are, with little or 
no assistance, and should be, self-supporting men and 
women, I firmly maintain ; not because they would 
otherwise lack the necessities of life ; not to shun the 
mortification of being a burden on others, but for the 
sake of developing the powers God has given us in 



ABILITIES OF THE P.LIND. 289 

common with the remainder of mankind. One who 
works only that he may eat and be clothed is a dis- 
grace to humanity. Yes, we lower the dignity of labor 
when we esteem it the disagreeable means of minis- 
tering to our natural wants. It is remarkable, as well 
as erroneous to what extent people believe happiness 
depends in not being obliged to labor. Honest, hearty, 
contented labor is the only source of happiness, the 
only guarantee of life. The gloom of hypochondria is 
not only a great destroyer of the happiness we might 
have, but imparts its deadly effects with lightning-like 
rapidity and almost incurably to life itself, bringing 
the most robust constitution to premature ruin and 
desolation when its loathsome germs once infest the 
system. 

Idleness and luxury, so prominent in this and 
other lands, are crowding the human family into 
untimely graves with much more momentum than 
many trades regarded as the most exhausting and fatal 
to longevity ; not to speak of penal crimes, the inevi- 
table result of the one, and class distinction, though 
despised by Americans, yet the unborn principle of the 
other. Labor, in general, instead of shortening the 
term of life, actually increases it. It is the lack of 
occupation that annually destroys so many of the 
wealthy, who have nothing to do, play the part of 
drones, and like them make a speedy exit, while the 
busy bees work out their time in usefulness and honor. 

Let me confine 'myself more directly to our own 
people. The graduates of our schools who have at- 
tained to anything in life will concede it is in great 
part due to the fact that they were early forced to 
depend upon their own resources. Money, or the 

19 



290 THE ACHIEVEMENTS AND 

expectation of it by inheritance has been the cause of 
many failures, while the necessity of being- frugal and 
industrious has furnished others with a productive cap- 
ital that no man can wrest from them. Many of our 
students go out into the world fully convinced that their 
blindness is an insurmountable impediment in the way 
of success. We are indirectly, if not openly taught that 
there is a wall of prejudice high as the very heaven 
and firm as the solid earth, which we must batter 
down. In order to avoid this imaginary obstacle, cer- 
tain trades, varying from one to a dozen, are selected 
for us, supposed to be the only ones adapted to our 
condition. Even though we were equal to the demands 
of other fields of labor, we are emphatically told, "The 
world will not accept your work." It is false; ability 
and skill were never ignored. 

I will admit, however, with all persons present, 
that there is no calling, perhaps, wherein sight is more 
essential than in the manual labor pursuits. In the 
rude ages of the past, when semi-barbarism reigned 
supreme, there existed then an unquestionable possi- 
bility of the blind being able to compete successfully 
with the seeing, all articles of utility and ornament 
being produced by the hand, and but little capital 
required ; but in an age like our own, when steam 
and water and electricity and all the natural agencies 
brought in separate or combined action in the various 
forms of machinery that now bless our land, have 
usurped muscular power, and even visual perception, 
this possibility appears at first view to have vanished, 
leaving us without hope or the means of gaining a 
livelihood. The ease and rapidity with which seeing 
man can perform his work, the boundless extent of 
the same, the modern inventions which aid him and 



ABILITIES OF THE BLIND. 29I 

remove from labor its drudgeries you will say widen 
the chasm daily between the seeing and the blind and 
make the opportunities of the latter almost hopeless. 
Yet I think that if the proper course were taken this 
inequality might be largely overcome. 

In the production of an article requiring frequent 
and careful change of position, where many parts must 
be brought into one whole, a blind person will lose 
more or less time in selecting, using, and replacing 
his tools. Again, if the article is one of extreme deli- 
cacy, there may be certain defects which would escape 
his notice. However, with a few seeing persons to do 
the more difficult part, I think a blind man capable 
of engaging with much success in this kind of work. 
That we are ingenious and can obtain a perfect knowl- 
edge of anything that comes within our reach no per- 
son in the least acquainted with a single blind man 
will question. History is replete with examples of 
illustrious men laboring under this deprivation, who 
have in all ages occupied nearly every position in life 
with honor to themselves and their country equal to 
the noblest in the land. 

There are but few branches of manual labor which 
h.ave not been at one time or another perceptibly 
improved or worked in with distinction and profit to 
themselves and others by the same individuals, from 
the much envied art of sculpture to ditch digging. 
Facility is what we have lost, not skill. 

In large manufacturing establishments, where 
the labor is divided in such a manner as to give each 
one a distinct portion of the work for his share, I 
think many of our men and women could engage with 
])rofit and perform their part with but little more 
trouble than the other laborers. Were establishments 



292 THE ACHIEVEMENTS AND 

of this nature erected in connection with our institu- 
tions, where the mechanical abihty of our people could 
be brought out and cultivated, it is certain there are 
many of us now who are in indigent circumstances 
who could be gaining for themselves an honest live- 
lihood. Productions of the most entangled combina- 
tions of shape, size, and color and all- the other quali- 
ties that enter into complicated mechanism, instead of 
frightening them ever appear to have been their choice 
when their talents were not perverted by men who were 
as honest as they were ignorant. 

Had Johnson directed his views in accordance 
with the notions of those in authority, one of the 
most important pages in the world's history would now 
be a blank. Saunderson, the eminent successor of Sir 
Isaac Newton in the chair of mathematics at Cam- 
bridge U'niversity, would never have been known in 
that science were it not that his dauntless courage and 
resolute disposition ever led him upward and onward 
to a higher and nobler end, while his friends endeav- 
ored by every means within their reach to impose 
music upon him as a life profession. Medclefif, the 
celebrated English civil engineer, in his attempts to 
convince the people of his ability to act with efficacy 
in that field of labor, for a long time succeeded only 
in creating an almost universal belief among those of 
his acquaintance that he was stricken with insanity; 
in fact, many efforts were made to have him placed 
in the straight jacket, but, fortunately for him and 
the world at large, madhouses were not as accessible 
then as they are to-day. Hence time crowned his 
efforts with fame and glory. 

Did time permit, examples of a similar nature 
might be cited in nearly every branch of business the 



ABILITIES OF THE BLIND. 293 

world has ever known. The accomphshments of the 
bhnd, Hke those of their more fortunate seeing broth- 
ers, have been obtained after years of manly, uphill 
struggle and heart disappointments, not brought on 
by their deprivation, but by the ignorance of those in 
authority. 

Not the slothful, not the tiring 

Shall obtain the golden prize; 
But the earnest, the aspiring 

Shall alone to greatness rise. 
Mighty men renowned in story, 

For their noble act sublime, 
Did not step at once to glory, 

But by earnest efforts climb. 
Every age and every nation • 

Teems with great men, great of heart, 
He is great who fills his station, 

Acting well his destined part. 
Lo; a host of sightless heroes, who have nobly 
braved the strife, 

Some have conquered, some are struggling 
On the battle field of life. 

Some have made a nation wiser, 
Some have gained a world-wide fame, 

Some have simply done their duty, 
And in Heaven inscribed a name, 

You may never frame an epic, 
Lead in council or command; 

But you may fulfill your mission with the 
noblest in the land. 
Whoso'er with single purpose, 

Be his object wise or vain, 
Perseveres through every trial 

May at length his end attain. 

Now, ladies and gentlemen, I am forced to con- 
clude, from what I have thus far said, that for such 
persons as can not obtain a practical knowledge of the 



294 THE ACHIEVEMENTS AND 

different industrial branches as now taught in our 
institutions, or who can not become musicians or 
teachers in hterature and science there is still a wide 
opening, requiring but a little courage, ingenuity, and 
skill to make it profitable and a manly character to 
make it honorable. 

It would be well, I think, if many of our students 
were made better acquainted with the nature and appli- 
cation of some of the simpler forms of sharp edged 
tools. I have known young gentlemen among my 
schoolmates who have made articles of workmanship 
by the means of a penknife which would do credit to 
the best of our cabinetmakers of the city. I make this 
assertion without lowering in the scale of merit the ar- 
tistic productions of these latter gentlemen. Satisfied 
of this talent in many of our good people, for some 
time past I have examined carefully many varieties of 
household furniture and toys for children now in use, 
calculated to amuse and afford the little ones healthful 
exercise, and have found the patterns very simple and 
requiring but little tools for their proper construction. 

I see no reason why a blind man could not become 
a successful cabinet organ maker — in short, where 
the prevention lies making it impossible for him to 
construct almost any musical instrument in common 
use with profit. It has~ been done before scores of 
times, which is our best guarantee that it can be done 
again. Of course there are certain parts which would 
necessitate too much time and useless labor to form 
nicely by hand, but there are now manufacturing 
establishments prepared to furnish applicants any and 
every part of musical instruments at very little cost. 
Will some individual or individuals test the value of 
my suggestion? If so, put your heart and soul 



ABILITIES OF THE BLIND. 2g^ 

into your work, act with your whole will, and like 
Plutarch of old, time will crown your efforts with 
glory, and, what is better, put money in your purse. 

Did time permit, a detailed account of some of 
the most eminent blind persons in the manual labor 
pursuits might be given, which would not fail to be 
of interest and instruction to many of us. Their attain- 
ments, in spite of this almost overwhelming depriva- 
tion, should inspire us with an irrepressible determina- 
tion to do our utmost at all times and do it well, not- 
withstanding our station may be the humblest and the 
world at large move on in seeming or actual igno- 
rance of our ability or even our existence. Biography 
in all ages has been the guiding star of the intelligent ; 
an inexhaustible storehouse of wisdom for the faith- 
ful investigation of truth. It gives vitality to the 
highest aspirations of human greatness and assigns 
causes for the pursuance of any particular course of 
action or belief. 

But I must hasten on. At the beginning of the 
school year of 1888 and 1889 a class in stenography, 
consisting of two members, myself and Mr. Hill, was 
organized in this Institution, with the view, I believe, 
of ascertaining whether or not that branch of science 
could be made of any practical value to the blind. 
To place the question beyond dispute, I requested and 
received permission to take the machine to my home 
the following vacation, where I might practice at my 
leisure. But unfortunately my thoughts were soon 
directed in another channel, so I was unable to make 
the test as thoroughly convincing as I at first had 
hoped. The results of my labor, however, are con- 
clusive in my mind that the stenograph in connection 
with the typewriter opens a new and lucrative field 



296 THE ACHIEVEMENTS AND 

of labor for the future graduates of this school, pro- 
viding, of course, its manipulation be taught with 
accuracy. ' 

Permit m6, if you please, to call your attention 
to the following facts, as they have some bearing upon 
this subject: The average public speaker employs 
from ninety to one hundred and twenty-five or thirty 
words per minute; the latter figure rendering a dis- 
course almost incomprehensible, and is rarely or never 
used. Daniel Webster, except when very enthusiastic, 
never exceeded one hundred and ten. Patrick Henry 
is said to have frequently reached one hundred and 
twenty or more ; but the nature of his orations, being 
largely patriotic, demanded force, energy, and veloc- 
ity of thought in a measure not essential of lectures 
in general. Henry Clay varied from ninety-five to 
one hundred and five; Edmund Burke from ninety- 
eight to one hundred and twelve. Lawyers and judges 
content themselves with figures much under these. 
Ministers of the gospel in rare cases exceed ninety 
words per minute. Politicians have never been clas- 
sified ; were it attempted, one writer says, they would 
convince you of a miscount. 

At the close of last vacation and expiration of 
my allotted time for the use of the instrument I had 
attained a speed of from eighty to ninety words per 
minute, writing from eighty-eight to ninety with com- 
parative ease. To gain this speed I devoted but little 
more time to the study than three hours a week for a 
period of seven or eight months. Had I been in a 
position to secure greater amount of practice, the 
increase of speed would, I conceive, be in about the 
same proportion. However, the fact remains that a 
lack of sight is not a prevention in obtaining a thor- 



Abilities of the blind. 297 

ough knowledge of the stenograph, bat the question 
arises, Can it be made practical? Had not fortune 
favored me in another branch of already well tried 
industry, I would have placed this question, too, on 
the shelf ; but, as it is, we will have to work for some 
time to come largely upon supposition and demonstrate 
to the satisfaction of all its value as an employment 
for the blind. It is certain we can acquire a velocity 
equal to the seeing operator's ; it is also certain we can 
reproduce our work in print by means of the type- 
writer. 

Where now are we at a disadvantage in compari- 
son with persons blessed with sight? True, the work 
of the stenographer, when engaged in large business 
houses, consists in a great measure in keeping up the 
correspondence of the establishment ; here, then, 
appears our first and greatest difficulty ; but, as has 
heretofore been mentioned in connection with other 
pursuits, persons possessed of sight may be had to act 
as readers at little expense, leaving still a very nice 
salary for the stenographer. 

Our ladies, too, can participate with success in 
this field of labor, thus making an important addi- 
tional advantage to gain an honorable livelihood and 
promising to bring them before the notice of the public 
in a way they have never thought of. With these facts 
before us, incomplete as they are, it is to be hoped 
that in the future nothing which can in any way tend 
to test the science to us will be omitted, and if such 
investigation prove the instrument to be anything like 
what is claimed for it, that its study be introduced 
into this Institution as one of its regular classes. 

Before bringing my paper to a close, I wish to 
test your patience a few moments longer and ask your 



2g9> The achievements and 

kind consideration on one more calling in life, namely, 
the study of the science and art of elocution and ora- 
tory as an additional field of action for blind ladies 
and gentlemen, which I have every reason to believe 
will afford an easy and honorable employment to any 
blind person who feels himself equal to its mastery 
and possessed of talent in that direction. I have thor- 
oughly tested the respective merits, from a financial 
point of view, of this vocation and the branches of 
education now taught in this Institution, and have 
found in every case the almost incredible superiority 
of the former. In the discussion which follows I will 
relate some of my experiences, hoping it may act as 
an argument to assist in instituting its study in this 
school. It was taught, I believe, for some time in the 
Philadelphia Institution for the Blind, but with what 
success I have never been able to learn. I am slightly 
acquainted with a blind gentleman in Pittsburg, Pa., 
who for a number of years has made a fortune as a 
successful teacher in the science of elocution and ora- 
tory. The senior teacher in the American Institution 
of Elocution and Oratory a few years back was a 
bHnd lady, who taught and performed with all the 
efficacy of her more fortunate sisters, and to-day there 
are seated in the American Congress men who are 
proud to acknowledge her the source of their greatness. 
We need but look into the past history of the blind 
to assure ourselves of the truth of all I have said. 
They have had a marvelous record behind them, which 
is of itself a great inspiration to every blind person to 
do his best. 

Look at their triumphs over this almost helpless 
hindrance. They have an imprint upon the culture 
of both past and present. They have done their share 



ABlLlTlIiS Ot' THE BLIND. 2gg 

of labor ; it mattered not what the difficulties attend- 
ing it might be. Theirs has been a triumph and suc- 
cess that entitles them to a citizenship in the republic 
of letters and muscular skill. Their past, so eloquent, 
is our fullest warrant, if warrant be needed, for the 
most enlarged methods and tireless endeavor in bring- 
ing the largest area of tlie best thought of the past 
within the sphere of their touch and mastery. Their 
representatives have ever stood forth as crowned 
kings. Why, then, in this age of progress, should a 
single iota of doubt linger in the breasts of laymen or 
statesmen as to our capabilities? Why should we 
ourselves hearken to the voice of ignorance, convinced, 
as we must be, that true ambition can never be smoth- 
ered by our misfortune, if we but choose a vocation 
and then work in it with our whole will? 

Think what spirits of our number, 

Tearing of? the veil of night, 
Roamed at will the vast creation, 

Scanned the very laws of light; 
Followed in the wake of planets 

Flying through the realms of space. 
And with wrapt ecstatic vision 

Gazed on Heaven's starry face. 



Mr. Sparks : I wish to say on this question a 
word as to teaching music in the public schools by per- 
sons totally blind. I believe that this is a field which 
is open to graduates of this institution. When I went 
to Logan, I conceived the idea of teaching it — it had 
never been taught there ; I got the position and taught 
one year, then the finances of the board gave out and 
would not permit them to hire a teacher. The only rea- 



3Q0 THE ACHIEVEMENTS AND 

son I am not there now is because of finances. There 
were matters of greater importance than music to be 
attended to. I don't use a blackboard in the room. I 
compare the charts outside and use examples teaching 
young pupils — have them written on maps before go- 
ing in the school room, suspending this map before the 
children. It saves time and answers just as well as 
putting up a board. I introduced books and use them 
for more advanced pupils ; I think this field deserves 
the attention of our people. 

Mrs. Melotte : While we were in Colorado, a 
young lady visited there who was a graduate from 
Illinois ; she had a new line of work, but I don't know 
whether very many would make a success ; she has 
made a grand success of it. She goes around giving 
concerts, goes to the dififerent villages ; not the large 
towns ; to towns where there are no schools. She gets 
permission from the people to have the pupils and train 
them, of course ; gives light entertainments that do not 
require much training, gives a few songs that the chil- 
dren are capable of singing, and sings herself ; does all 
the work herself of fixing for tableaux. She said peo- 
ple had asked her a great many questions, and she told 
me in confidence she had averaged, the last five years, 
twenty dollars per week. 

Mr. Van Cleve : I believe the blind could pursue 
successfully newspaper writing. A great many blind 
persons have a free flow of language and all have mem- 
ories beyond the ordinary. If you have anything like 
an average memory, bank on it. If people think you 
have not sense enough to go into the house when it 
rains, or to dress yourself without assistance, they all 
think you have a memory. If he has a particular knack 
for journalism, I don't know why a man without sight 



ABILITIES OF TIIK BLIND. 301 

cannot go to the top of the professon. Of course it 
takes talent. One of the most successful newspaper- 
men in the United States is Henry Watterson, of 
Louisville, a man almost entirely blind. He is spoken 
of as a man of genius. When I was on a paper in Cin- 
ciimati, one day they wanted some one to report a ser- 
mon, it was out of my line, but I thought I could do 
it, so I went and reported the sermon in magnificent 
style. The editor-in-chief sent for me and said, "Mag- 
nificent." I went away smiling. Soon after I asked 
for an increase of salary, but I never got it. Never 
do a stitch more than you are paid for. Don't do too 
many things free — it is all well enough to do one piece 
of work. I wrote four articles for the Cincinnati paper 
in 1877, then I wrote criticisms of the May Fes- 
tival in 1888, and I had a salary, too, from the news- 
paper work. I don't know why people, if they have 
good memories, can't do the work. I did tuning when 
I was fifteen years old, but I was utterly unfit for 
tuning. Music was music to me, and the tuning de- 
partment became very efficient. I want to say some- 
thing that is a direct compliment to one of your gradu- 
ates, and I don't say it from sheer brotherly feeling; 
I mean every word of it, based on solid rock. I have 
been in Cincinnati eleven years and have had business 
relations with our principal houses. There are seven 
tuners from solid houses and Mr. L. Roberts, a recent 
graduate of your tuning department, is eight, and he is 
the best of the whole lot — he is absolutely the best. I 
saw him do something one morning every one of them 
failed to do. I had a new piano which got out of order 
and sounded like a chicken-coop. I sent for a tuner; 
he came and went away, sure it would be all right in 
half an hour. I sent for another and another, and 



302 THE ACHIEVEMENTS AND 

finally Roberts came, worked one morning from half 
past nine until twelve. He took the action out several 
times entirely alone, found out what the defect was, 
which no one ever before had done and the piano was 
perfect. I continue to tell everybody in Cincinnati that 
if they want a thoroughly reliable tuner, to employ Mr. 
Roberts. 

Mr. White : Some little has- been said about 
newspaper work, and in that connection I will tell you 
about the typewriter ; with a little assistance from a 
seeing person, the capitals can be arranged so as to be 
used readily. 

Mr. Boesch : Most people are doing away with 
stenographers and employing typewriters ; most blind 
.people can do as well as seeing persons ; I know those 
who can do as well as seventy words a minute. There 
is no reason why blind persons cannot be employed by 
persons who employ stenographers ; they can do this 
as successfully as seeing persons. Small letters can be 
used and, by underscoring, will do as well as capital. 
I think we should all have the same system of lettering, 
and we could write fifty, sixty or ninety words a min- 
ute; 

Mr. McCO'Mbs : We have with us to-day a gentle- 
man who has been interested in this institution a great 
m.any years. He served to excellent purpose on our 
board four years or more, and I am sure you will all 
be glad to have a word of greeting from him. I pre- 
sent to you Rev. James Poindexter. 

Rev. James Poindexter: I do not like to take 
a moment of your time, but will say I am very glad to 
meet you here and welcome you to the city of Colum- 
bus ; as an old trustee, too. I am not speaking too 
much when I say that if I cannot tell what lips might, 



ABILITIES OF THE BLIND. 303 

I can give you as good a heart as any. I thank God you 
are as capable of learning as any men who live. Our 
friend who introduced me spoke too flatteringly of me ; 
he should simply have said, "here is a man who served 
four years on the board." I want to say there is noth- 
ing that pleases me more than to know that although 
it has pleased Providence that some should be deprived 
of sight, yet that God in His wisdom has been pleased 
to let us know that although you are afflicted with want 
of sight, yet you are capable, and the world is under 
obligations to you for as many improvements as if you 
were blessed with sight. I am connected with school 
boards, colleges and different institutions, and I 
came to see what is going on here. I have marked the 
exercises, and I thought that in every respect these 
people who are deprived of sight compare more than 
favorably with those who are blessed with sight. Not 
that they do very well ; I speak no exaggeration when 
I say they do better. I listened to a talk by Bishop 
Watterson from this stage a short time ago, and he 
gave fact after fact showing how many blind persons 
had put the world under obligations, what they had 
done for themselves, and what the world had done for 
them. I find in the Scriptures that a blind man 
was met with, and the disciples asked who had sinned, 
himself or his parents. "Neither," said Jesus, "but for 
the glory of God." When asked why so many were 
deprived of sight, I too would answer for the wisdom 
of God. 

Mr. Hill : It seems to me these discussions are 
one-sided ; I never like to see a person go into a thing 
unless they know what they are going to do. I never 
like to see a person think he is going to make a fortune 
when you know he is going to make a failure, I 



304 THE ACHIEVEMENTS AND 

worked at stenography three or four months, so many 
hours a week. So far as the machine was concerned, 
I think there is no doubt but that a man can learn 
it, but when it comes to copying the notes, who can 
do it? He has to use the typewriter for copy, and he 
must be a shorthand writer, for if he has anything at 
length he must write that down. 

Mr. Hickey : It is acknowledged that a blind 
person cannot manipulate a stenograph as well as a 
person who can see. If a person had not a sensi- 
tive touch he could not read it very well. The dots 
are raised like point print. In reproducing the work, 
you read a sentence from the little slip of paper and 
tear it off, and remember it long enough to write it 
on -the typewriter ; then read another. I could do it 
very well, and I would be working with the typewriter 
to-day if I were not doing something else. I could 
secure twenty-five or thirty pupils in oratory at twenty- 
five or thirty cents a lesson, and have them all come 
at once, making two hours a week ; I could do it in dif- 
ferent places where I was not known, even places of 
4,000 to 6,000 and sometimes 10,000 population. I 
would advertise that I was blind to see if it would in- 
terfere ; it did not affect the number at all to amount 
to anything. In some places I have been the first blind 
man that has been in that part of the country to engage 
in work. I have not found the prejudice I have heard 
spoken of at all. In my tuning I have had to work 
against three of the best tuners in Pittsburg, but I beat 
them every time. I think newspaper work is good, 
too. Typewriting should be taught in the institution. 
There is nothing to prevent a blind person from writ- 
ing rapidly. 



ABILITIES OF THE BLIND. 305 

MUSIC AS A PROFESSION FOR THE BLIND. 

BY J. S. VAN CLEVE, OF 189O. 

Friends, Associates, Fellozv Members of the Alumni 
of the Ohio Institution for the Education of the 
Blind: 

It is with mingled feelings of alacrity and dis- 
trust, of eagerness and embarrassment that I assume . 
the task of filling this hour with the preliminary paper 
whose title you have heard announced. 

Music for the blind would seemingly be the easiest 
and most fruitful of topics; fruitful it doubtless is, 
but easy to handle in a manner profitable to you or 
satisfactory to me, it certainly is not. It has been 
readily believed by the world that persons robbed of 
sight but still possessing the sense of hearing, that 
most spiritual of the sensuous faculties, might attain, 
great excellence in music, but the difficulties of the sub- 
ject arise from the necessity of being plain and explicit 
and at times severely and diametrically critical of the 
present methods employed — to speak more strictly, 
I should say of the shortcomings and limitations of 
the present methods, excellent though most of them 
are. 

The topic is not music as an education, music as 
an amusement, music as a refreshment for the blind, 
but music as a business for the blind. Music when 
turned into a business at once falls under the c(xnplex 
and conflicting laws which govern business of all 
kinds ; what I may term the cosmical laws of com- 
merce. The rude and general expression, "supply and 
demand," forms the double-barreled opera-glass with 
which our minds are accustomed to look.at the greatest 

20 



3o6 THE ACHIEVEMENTS AND " 

economic problems, but the chief solution of intricate 
difficulties supplied by this pet formula of the political 
economist, "supply and demand," reminds one of the 
time-honored and apposite if somewhat hackneyed 
illustration of Alexander loosening the Gordian' knot 
which puzzled so many before him by simply cutting 
it in two with his sword. Those who would see this 
mode of disposing of intricate subjects and knotty 
questions, the tangled skeins of life, who would see 
this, I say, admirably satirized, may read Dickens' chap- 
ter on "Podsnappery" in "Our Mutual Friend." In 
order to present my subject fairly I shall be required to 
divide it into two hemispheres; the one which I will 
turn for your view and inspection first is music to the 
blind undergraduate — that is to say, music as we 
practice and teach it in our Institution. The second 
hemisphere is the blind man's music when presented 
to the world, or brought into the market. 

Please here permit a parenthesis or apology by 
way of deprecating any undue resentment which may 
arise in the minds of those who themselves being 
actual, practical teachers now exercising their pro- 
fession, may fancy that my criticisms savor of arro- 
gance or needless exhortation. Allow me to reassure 
them that three years in this school and four years 
at Janesville, qualify me to comprehend their difficul- 
ties at least, if not to give a full and complete explana- 
tion of the way out. 

Under the first heading, therefore, "How Shall 
the Blind Study Music?" the first item of importance 
to which I shall call your attention is after all the 
great difficulty, and one difficulty, viz: the memory. 
Here there is a profound misapprehension on the part 
Xiot only of teachers and students, but of the world at 



ABILITIES OF THE BLIND. 307 

large. It is commonly supposed, though without the 
slightest vestige of reason that I have ever been able 
to discover, that all blind persons, in virtue of their 
lack of sight, acquire extreme acuteness and retentive- 
ness of the memory. Having made thousands of care- 
ful experiments on my own brain and those of my stu- 
dents during the last twenty-five years, I am prepared 
to assert that memorizing is a very difficult art, and 
that it requires all the patient labor demanded by other 
arts, viz : persistence, intense concentration, and cease- 
less, daily, life-long exertion. It is an axiom which 
scarcely needs repetition that to the blind memory is 
all important; memory takes the place of eyes in par- 
ticular and general respects. The key to the perpetual 
wonder which we receive from the general world, or, 
let me say, from the sighted world, in reference to this 
matter .of memory is the fact that a man with eyes 
carries on no part of his mental activity, however com- 
plex, whether applied to business, art, science, or lit- 
erature, without the constant accompaniment of the 
open visual orb. He no more thinks of reading, writ- 
ing, talking, walking, or transacting business with the 
eyes shut than he would think of leaping to the moon. 
Indeed, it is an Irish bull to him, the very suggestion 
of doing any one of these things, for it seems to him 
quite as difficult to walk with his eyes shut, or to talk 
business with his eyes shut as to read with the lids 
of the book down. 

Now in consequence it seems absolutely marvelous 
to any "sighted" person that one whose eyes are per- 
manently closed should be able to co-ordinate intelli- 
gent ideas, and especially able to put together con- 
nected ideas in reference to things of sight. It is a 
fact, however, that blind people are constantly making 



3o8 THE ACHIEVEMENTS AND 

more or less distinct reference to such objects as the 
"sighted" at least, always speak of in their visible 
forms, and that the idea which the blind have of such 
objects is often surprisingly correct. 

When an orchestra musician or a "sighted" pia- 
nist encounters a blind musician, the very first puzzle 
and bewilderment which strikes him is how the blind 
could possibly read; and when he ascertains that it is 
not the reading of notes, strictly, but that it is an exer- 
cise of the memory, this seems to him little short of 
the miraculous, even though it were only a question 
of remembering eight measures of a waltz tune or a 
vulgar march with all its rhythmical bones sticking 
out like the ribs of a lean horse. When I tell such 
musicians, as I sometimes do, that to my certain knowl- 
edge one year in the Institution at Columbus, under 
our revered Professor Nothnagle a company of eigh- 
teen or twenty boys, who constituted the orchestra, 
actually knew by heart and played more than a dozen 
of long, elaborate works of the classical repertoire — 
such things as the first movement of Beethoven's First 
Symphony, the overture to Fidelio, by Beethoven ; 
Rossini's Tancred, the opening allegro of Mozart's 
G Minor Symphony, and a long array of similar 
works — I can hear the strain and creaking of his 
faith faculty as it expands and stretches under the 
enormous Munchausen story which I am pouring into 
him. This, however, I am ready to assert as a posi- 
tive fact; indeed, in that memorable year we had so 
much orchestral music, and it was put on to the last 
concert with such lavish abundance, that the hour of 
eleven arrived before we had quite reached the middle 
of our program, and had we finished it according to 
the ratio designed, the domestics of the various fam- 



ABILITIES OF THE BLIND. 309 

ilies from which our audience came would have found 
it necessary to delay breakfast for the patient ones 
returning from the concert. Suffice it to say that 
the concert was incontinently broken off. I mention 
this extreme merely to illustrate the fact that not only 
extraordinary blind persons, but even those of average 
intelligence, under good, studious conditions and with 
sufficient prolongation, can amass an enormous accu- 
mulation of memorized music. Such extremes are 
not necessary to arouse wonder and a certain degree 
of admiration in our sighted friends which (shall we 
confess it?), owing to the' universal weakness of 
humanity, does form a pleasant, titillating odor of 
incense for our individual nostrils. 

It is only necessary to memorize with compara- 
tive quickness one or two sentences of music to com- 
pletely prove to any local professor that the blind mem- 
ory is a marvel of human evolution. This kind of 
wonder, however, is, in my opinion, one of the great 
drawbacks to the success of the blind. 

And now to turn our thoughts more immediately 
on the actual status of musical education in our Insti- 
tution. Can we claim that the average memory of a 
blind student is extraordinary in its quickness, extraor- 
dinary in its retentiveness, or extraordinary in its 
accuracy? Is there no room for improvement in each 
of these directions? I will not here digress into any 
facts or statistics in reference to the possible speed of 
literary or musical memorizing, because I do not con- 
sider mere speed as the primary question ; but by all 
means let us insist upon accuracy, accuracy, accuracy. 
The very first condition of accurate memory is clear 
comprehension, and I believe that no clear comprehen- 
sion of music as a mental concept is possible so long 



3IO THE ACHIEVEMENTS AND 

as we in a semi-lazy manner assist ourselves by too 
much reliance, either upon the tactual help of fingers 
by exerting each measure as' it is read, or upon the ear 
in getting the audible impression of the music. Either 
learning by finger or learning by ear is a most slovenly 
and imperfect mode of memorizing. It might be useful 
and practical, if we were studying to make our living as 
strolling street musicians or as players for dances, but 
as we are striving to become educators in music the 
very first condition of our being effective is that the in- 
tellectual powers be rendered luminous, acute, many- 
sided, and penetrating. While I was a teacher in this 
Institution I strove with great zeal, but I regret to say 
with not as perfect success as I hoped or desired, to es- 
tablish among my students the habit of learning music 
away from the pianoforte and in precisely the same 
manner as a poem would be learned, or the condition of 
a geometric or algebraic problem. The plan was an 
entirely original invention of my own at that time, and 
I applied it to my own study with ever increasing sat- 
isfaction, and I continue it to this day, and after 
twenty years with it I am ready with the most positive 
emphasis to assert the habit, as was customary in my 
boyhood here of memorizing the music with the fingers 
on the keyboard or with the violin in hand, and of play- 
ing each measure or clause of the music two or three 
times over after its being read, is absolutely harmful. 
It is absolutely confusing, and I never do it at all ex- 
cept when I am making an effort to get in the shortest 
time a mere slovenly sketch or quick outline of a com- 
position which I mean to drop and forget as soon as 
it is used for the nonce. 

Whenever music is of such intrinsic merit as to 
be of permanent teaching or playing value, I carefully 



ABILITIES OF THE BLIND. 3 II 

abstain from hearing it till the mental masonry has 
been not only comlpeted but solidified. I do not mean 
by this that one should learn every note in an entire 
and elaborate work — say a whole movement of a 
sonata — before practicing any of it, but that some 
integral part of the work, at least one complete 
muscial sentence, still better a period group or divi- 
sion, such as are marked in the orchestral scores 
by the letters A, B, C, etc. — that one complete sec- 
tion of that sort should be memorized and thor- 
oughly digested before any sound of it or any mechan- 
ical exercise upon it is permitted. 

But you say, "Is not this very severe ; does it not 
take great concentration of mind?" Certainly it does. 
But earning a living by teaching music is a mental 
occupation, and consequently whatever tends to make 
that mental exercise acute, searching, satisfactory, will 
tend to improve the business. 

Another thing which I wish to commend most 
heartily is the recent custom in most institutions of 
hiring one or more persons to do the reading. This 
heavy drudgery should by no means be laid upon the 
teacher in addition to his labors as an instructor. 
Whenever it is, the teaching itself is crippled and 
amounts to very little more than harmonizing the 
lengths and pitches, with possibly the fingering of the 
actual notes of the piece into the student's memory, by 
which process the pupil becomes a mechanical barrel- 
organ with all the pegs properly set but without life, 
.soul, expression, or artistic intelligence of any kind. 
There is an infinite amount beyond the mere knowl- 
edge of the tones in the art of musical expression, and 
that which is required of the teacher is that he should 
brood over the student's mind like an invisible creative 



31^ THE ACHIEVEMENTS AND 

spirit, working from that student's mind whatever 
latent possibilities of feeling and poetry it may con- 
tain and dissecting these possibilities into the varied 
growths and perfect forms with which the genius of 
hundreds of musical composers has enriched humanity. 

A teacher of the blind should never wear out his 
throat or consume one moment of his time in the mere 
work of reading notes. The validity of this opinion 
will be proved by a moment's reflection, when you con- 
sider that the "sighted" student has done for himself 
by his eyes, all which in early times was done by our 
teachers before he comes to the lesson, or at least 
before he ever takes lessons of any advanced teacher, 
because the printed notes and their various meanings 
are all explained, practiced, and drilled before he 
comes to the teacher at all. Despite the fact, therefore, 
that my experiment left comparatively little trace on 
the sandy seashore of my students' minds, I believe in 
it, and use it, and advise it. 

One additional consideration under this head of 
memory I will also add, viz: That the first acquiring 
of a distinct idea of tones which I have thus glanced 
at is only the beginning of trouble. Let anyone exam- 
ine his own mind attentively and he will find that what 
is clear as crystal to-day, luminous as the morning 
sunbeam, and familiar as the gravel pathways of his 
native kitchen garden will be murky in a month, 
veiled in clouds of semi-forgetfulness and washed into 
a dim, undistinguished track by the waters of oblivion 
before a year has passed. It is an old saying that the 
price of liberty is eternal vigilance ; to adapt it I shall 
say that the price of knowledge is daily review. It is 
necessary, therefore, for the blind musician to have 
some means of keeping his memory green, and here 



ABILITIES OF THE BLIND. 313 

I recommend with equal emphasis the use of some 
form of tangible mordant for the memory, some kind 
of mechanical physical stay for the mobile, ever- 
changing mental picture we must have. For years and 
years I disregarded the use of tangible writing as 
being too clumsy and too slow, but as the years rolled 
behind me, and I found the acquisitions of ten years 
back muffled in mist, I became convinced that some 
form of tangible writing by which music can be 
recorded and referred to by the individual is good. 

My friend, Mr. Perry, of Boston, the successful 
concert pianist, despises tangible writing and says that 
it is quite useless, merely wasting time, for the same 
number of hours he would spend in writing out the 
notes could be spent with his "sighted" reader in 
doing a much larger amount of work. This is per- 
fectly true, but we must not forget the standpoint of 
Mr. Perry and also the conditions. He looks at a 
blind man's work as a pianist, from the standpoint 
strictly of a concert player. Now it may not be known 
to the general public, but it is true that players seldom 
if ever know more than a dozen pieces at a time. A 
repertoire of a score of good-sized pieces would be 
an ample supply for years. A man does not need to 
carry more than four repertoires to be rated of large 
acquirements, and yet, four repertoires would scarcely 
equal the amount that a beginner in teaching abso- 
lutely must have at his fingers' ends and at the tip of 
his tongue. 

After twenty years' experience in teaching I find 
it is true that the more familiar paths have grown so 
familiar and beaten down so hard, that no fungus 
growth of forgetfulness can strike root into them and 
they remain distinct ; but there is a critical period in 



314 THE ACHIEVEMENTS AND 

the memorizing- of music when it begins to be some- 
what trite and wearisome to the mind, and just at 
that point decay begins to set in. After a while it 
may be necessary to call this music up again, and to 
the mortification and annoyance of the musician it 
is found he must go through the entire labor of re- 
reading it. 

Now in any such unfortunate case if we had an 
ample supply of "sighted" readers able to read flu- 
ently and at any required moment, point print would 
indeed be superfluous and to be discarded just as a 
man with' strong and supple limbs would discard the 
crutch; but unluckily such a happy conjuncture would 
not occur in the case of one blind musician out of a 
hundred ; therefore I say, to some degree use point 
print. Write down the music when it is first read 
to you, file it, classify it carefully, and then, however 
many times you may forget it you will be able with- 
out assistance of anyone, without any expenditure of 
money for a hired reader, or any cutting into time 
valuable for other purposes, you will be able, I say, 
to refresh yourself upon it. 

And one more point : It may often happen that a 
composition does not fade utterly out of the memory, 
but only in a spot or two, a single measure, a single 
beat, a single note. How vast the convenience, how 
great the economy, both of time and money, if a par- 
ticular teacher, needing to keep a complete assortment 
of graded music of all kinds and styles in his head, 
should have such a "familiar" at his elbow to prompt 
him, such a good spirit as a neat collection of care- 
fully printed documents whose thick texture of manilla 
paper reminds him of his own past industry and 
patient toil, 



ABILITIES OF THE BLIND. 315 

In the next place I must glance for a few moments 
at the mechanical character of our teaching. By the 
mechanical character I do not mean to say that the 
playing of blind musicians is devoid of expression, 
though I have heard this assertion made by eminent 
sight teachers ; but I mean in general the playing of 
the pianoforte or the violin or the organ, or the sing- 
ing which is taught in our schools from the standpoint 
of mechanical requirement, and here I am compelled, 
alas, to make a very broad and very sweeping' state- 
ment, viz., that our teaching, so far as I have observed, 
in all institutions for the blind is lamentably lax, loose- 
jointed, and unreliable as to its mechanical finish. 

Mechanical finish is very hard to acquire, it is 
true, but it is not harder, I believe, for a blind person 
than for a "sighted" person. I have not time to argue 
this point, but must merely assert and pass on. 
There is no reason why a boy who is blind, with a 
thousand hours' practice, should not have his runs and 
scales, his arpeggios and trills as even and as pure as 
those of the same boy if his sight "were restored, and 
yet how many times do we hear notes dropped out 
and the runs sounding like a dilapidated pavement of 
flagging stones, or still more like a sidewalk of soft 
bricks laid in the Middle Ages and largely consisting 
now of mud holes. What possible excuse is there for 
any advanced students when, as is too often the case, 
out of twelve notes to be played in a run, seven or 
eight speak, then the pedal goes on and a confused 
jumble swallows up all the rest? What does this 
mean? It means one thing — laziness. It means just 
the same with "sighted" people. It means laziness, 
laziness, laziness ; inaccuracy, inattention, a lack of 
that careful thrusting up of the gauge and forcing 



3l6 THE ACHIEVEMENTS AND 

the student to a high level of ideal excellence. Under 
certain healthy conditions I believe that the establish- 
ment of prizes and of musical race-courses -^ that is 
to say, the putting of one talent against another in the 
form of rivalry — might be serviceable in rousing us 
from our lethargy and in stimulating us over the rough 
places of difficulty which we encounter like others, and 
a;bove all in shaking off the torpor of that opiate influ- 
ence which comes from being secluded from contact 
with the rest of the world. The vitalizing power 
which comes from the rough and tumble, the hurly- 
burly, the struggling and contest, the comparison and 
failure, indeed, which we find in competition with 
"sighted" musicians of itself imparts power, or at 
least gives occasion for the exercise of power if nature 
has given us any. 

As to the second hemisphere of my subject little 
need be said, as I understand the duty required of me 
was chiefly to point out methods of remedying exist- 
ing evils. As to the music which we should study, 
there is absolutely no difference between us and others. 

When Berlioz was asked whether he liked clas- 
sical or modern music, he said, "I like music." This, 
being interpreted out of the French brightness and 
pity antithesis of bon mot, means that he, like all 
liberal minds and widely educated souls, admired 
everything which reached an ideal, everything which 
was good of its kind ; consequently it would be the 
height of insanity for us to imagine because blind 
people are fettered with infirmity that they are likely 
never to rise much above a mediocre level and that 
it is therefore best to teach them music of a cheap and 
shallow character. I say this would be the height of 
insanity, for the very instant they would enter the 



ABILITIES OF THE BLIND. 317 

smallest community in our progressive land they would 
be brought into contact with those who have studied 
in the greatest schools of some large metropolis in our 
own country or in the centers of European education. 
Rivalry, competition, comparison, contrast will be set 
up at every turn, and the only thing for the blind 
musician in a blind school or elsewhere to do is to 
study exactly the same kinds of music, the same vari- 
eties, and as nearly as possible in the same degree as 
other people. 

But you say this is impossible. It is impossible 
for a blind person to equal with his memory the sight 
of the "sighted." In certain ways, yes; and certain 
kinds of music I would recommend blind persons 
to eschew. No blind musician, except under the rarest 
conditions, should worry himself with the learning of 
concerted music; that is, I mean, the pianoforte part 
for a trio with piano, violin, and 'cello, or a solo even 
of a concerto with grand orchestra, or, in a word, any 
long, elaborate work of this character. There are two 
good reasons for this. The first is that it is very diffi- 
cult music to remember, because it is thought of as an 
integral part of a large, elaborate composite in the 
composer's mind, and secondly the opportunities to 
play it are very rare. In such a composition a blind 
man would be hopelessly distanced by even a medi- 
ocre player who could read at sight ; but when it comes 
to solo playing, whether the solos be little child pieces 
or large sonatas and rhapsodies, here I believe the 
blind man could hold himself to exactly the same 
standard of excellence, and that with the same amount 
of careful analytical work he can attain the same per- 
fection as others. 

When brought into competition with the world, 



3l8 THE-.-ACHIEVEMENTS AND 

the first thing I recommend is courage ; timidity and 
sensitiveness belong to all beginners and are height- 
ened in the case of every blind beginner by the utter 
strangeness and newness of the waters in which he 
finds he must now swim. It is no longer a calm, 
transparent, unruffled lake. Monastic seclusion with 
the standard of comparison conveniently lowered to 
one's ability, with affectionate friends ready to find 
excuses for every delinquency, and, most of all, with 
an admiring public to come at regular intervals and 
applaud rapturously everything, good, bad, or indif- 
ferent alike, but it is now a stern and hard competition, 
for when people are asked to pay out their money they 
begin at once to be critical and to examine the goods. 
But courage should be tempered by good sense ; when 
courage becomes mere audacity, when self-confident 
knowledge and laudable self-esteem are turned into 
mere garish pretense, and the sounding brass of self- 
vaunting boastfulness, they operate as a check, as a 
drawback, and not as a help. A man must assert his 
merits, but must have the merit. No instrument is 
more valuable than the silver bugle, but see to it that 
the bugle be of silver, and when you play upon it do it 
skillfully ; let us not have any false notes, and above all 
things let us not blow at inopportune moments. Every 
business man will tell you that two-thirds of his success 
depends upon the way in which he advertises, the time, 
the amount he spends, and the cleverness and ingenuity 
which he employs. The same is exactly true of any 
musician. The art of introducing yourself, I may say 
of. insinuating yourself successfully is very important, 
but the greatest difficulty which we encounter is not 
the lack of sympathy, not the lack of admiration; in 
fact, both sympathy and admiration are often times a 



ABILITIES OF THE BLIND. 319 

very serious harm to us ; but it is that general unbelief 
or rather non-belief on the part of inexperienced 
"sighted" people that the work which bHnd people do 
is really of the same intrinsic money-bearing value as 
the work of others. 

This general conviction in the minds of men, I 
fear, will not be removed in my day or in yours, but 
is a part of the cross, part of the burden which we 
are called upon by the Divine Father to carry, and in 
the carrying of which we are assured not only that we 
shall gain strength of character but His approving 
smile and that best of all things, that element of which 
Carlyle has spoken with such eloquence, that something 
which is better than happiness, namely, blessedness. 

Like one who toils through a drift of snow which 
at once softens and obliterates his path, which muffles 
the footfall, yet renders the stepping toilsome ; snow 
seemingly so white, so innocent, so fragile, falling out 
of the bosom of heaven — like such a drift of snow is 
this innocent ignorance in the general mind as to our 
powers of doing actual money-bearing work. The 
snowflake is the frailest of things in nature; a touch 
of the warm finger-tip causes it to melt and vanish ; 
the faintest whirl of air drives it zigzag, yet myriads 
of snowflakes may serve to check an express train, and 
to derange the pulses of commerce. So the little word 
of distrust uttered by a father or a mother, the sym- 
pathetic fears which cause your brother to insist on 
going with you down street or that you shall stay at 
home until he can go with you, the eagerness with 
which any casual stranger rushes to set you right, and 
of course sets you wrong, confusing his right hand 
and his left hand and plunging you into the gutter or 
against the lamp-post or into the house door, when he 



320 THE ACHIEVEMENTS AND 

is trying- to clear the middle of the pavement — all 
these things are hindrances and not helps. ^ 

Nevertheless, courage; when we are good musi- 
cians, when we are tactful business men, when we are 
well balanced Christian gentlemen, we are certain of 
success of some healthy kind and to some satisfying 
degree, for God is the Father of the blind as well as 
of the "sighted." 



Mr. McCombs : I have nothing to say in addition 
to what the gentleman has said in relation to the mat- 
ter. I desire to say in starting that I voice the senti- 
ment; he has not tramped on anybody's toes and has 
not pinched anybody. We are a thousand times obliged 
to him for what he has said. I think we are not 
perfect, and am glad of any suggestion from our 
friends in the interest of the Institution. The points 
are well taken, and no one knows that better than 
we do. 

Mr. Van Cleve: I would like to hear the topics 
discussed a little. May it not be made the order of 
the day for some special time this afternoon. 

Dr. Fricker: I wish to say I listened to the last 
address with as much pleasure as anything I ever lis- 
tened to and think it should be written in letters of 
gold. 



HAPPENINGS SINCE THE LAST REUNION. 

BY MISS TIPTON. 

As the duties of historian have been assigned to 
us, we shall endeavor to the best of our ability to 
give a brief account of the happenings of the past five 



ABILITIES OF THE BLIND. 32I 

vears. We speak only of those incidents which relate 
to the Institution and of persons more or less inti- 
mately connected with it. 

The first noteworthy item which suggests itself 
is the appointing of a new Superintendent. Dr. 
Fricker, of Ashtabula, was called to succeed Mr. 
Henry Snyder in that office in August, 1885, which 
position he held until the following June. At that 
time, the public mind having changed its political hue, 
a change in the administration of the Institution was 
demanded, and Col. C. H. Miller, of Columbus, was 
given the superintendency and Mr. James McCombs 
the charge of the musical department. Mr. George 
Heinlein was appointed on the musical corps, and Miss 
O. M. Brown was reappointed matron. 

At the end of Colonel Miller's second year Miss 
Brown and the assistant matron. Miss M. L. McKib- 
ben, resigned. Miss Brown was soon called to take 
charge of the '"Business Woman's Home" in Cleve- 
land, which place she still holds. She is very happy 
in 'her work and enjoys the reward which she richly 
deserves, the highest esteem and love of those for 
whom she so faithfully labors. 

During the past five years a number of students 
have graduated and gone out from the Institution, re- 
ceiving diplomas of merit. Many of them have gained 
a foothold in the busy world, which reflects much 
credit on their perseverance and ability. Four of them 
have entered college and are still pursuing the path 
of knowledge in search of higher literary attainments. 
Miss Anna Griffiths, of the class of '89, entered Adel- 
bert College, Cleveland ; Miss Gertrude Leininger, of 
the same class, entered the musical conservatory at 
21 



322 THE ACHIEVEMENTS AND 

Oberlin; Mr, Frank Bixoii, also of the class of '89, 
entered college at Granville, Ohio, and Mr. Clarence 
Shafer, of the class of '87, the Normal School at Ada, 
Ohio. These young people, notwithstanding the dis- 
advantages under which they labor in competing with 
their fellow students, are proving themselves equal to 
the difficult task. 

Mr. Albert L. Sparks, who graduated in 1885, 
has had a success which is very gratifying to his friends 
and should be a source of great encouragement to the 
timid ones who have yet to cope with the difficulties of 
the world. Mr. Sparks has, in connection with a 
musical class, a good tuning business and is engaged in 
the piano and organ trade. Mr. Fred Eichenlaub has 
obtained a position in a sister institution in Minnesota. 
Two of our young men have gone to the far west, 
Mr. Henry St. Helen to Oregon, where he is estab- 
lished as a tuner and dealer in organs and pianos, 
and Charles Donovan, in California, who is engaged 
in a similar business. 

Doubtless there are others who have struggled 
bravely in the battle of life and who may have 
achieved a high degree of success, but as we have not 
the facts we will let this suffice by way of illustration. 

Mr. Smead, our former and most esteemed super- 
intendent, as you remember, severed his connection 
with the Institution a short time previous to the last 
reunion. He went with his family to Massachusetts, 
his native state. After deciding to enter the ministry, 
he began a course of theological study, which com- 
pleted, he returned to this state and was ordained a 
minister of the gospel. He accepted a call to the Pres- 
byterian church in Savannah, where he remains the 
beloved pastor. 



Alill.lTIES OF THE BLIND. 323 

The idea of a working home for the blind was 
mooted at the last reunion, but was thought to be 
visionary, perhaps a foreshadowing of something 
which might be realized in the far distant future. 
r>ut someone deserves the credit of giving the impe- 
tus to a good thought, for which we are indebted to 
our friend, Mr. Sparks. 

Five years, though but a span of time, has 
wrought many changes among us. The hand of death 
has touched several dear friends who once went in 
and out among us, and their kind, familiar voices are 
hushed forever. But amidst the tolling of funeral 
knells we hear the mellow wedding bells, golden bells, 
what a world of happiness their harmony foretells ; 
"for the gay will laugh, the solemn brood of care plod 
on, and each one, as before, will chase his favorite 
phantom." 

Hymen hath indeed had many votaries during the 
short period now under consideration. No sooner had 
the good-byes of the last reunion died on the air than 
John Bitzer, what does he do but take unto himself 
the lovely Miss Irwin to be his lawfully wedded wife 
for weal or woe ; and ere months had sped away, did 
not H. N. Couden, the preacher, swoop down again 
upon the Institution and carry off the gentle Miss 
Dunbar? She resisted not, but went, a blushing, smil- 
ing, happy bride, to his home by the "deep, heaving 
sea." Before the next June roses had faded a bridal 
wreath was twined to grace the brow of another sweet 
girl, and James McCombs was the happy man who 
led Miss Nettie Flowers to the altar. Then there is 
Albert, with that suggestive "Sparks" ; no sooner was 
he out of schoolboy waistcoats than he must straight- 
wav go and spark Miss Anna Smith, and now they 



324 THE ACHIEVEMENTS AND 

are both Sparks. Who next but J. S. Van Cleve — 
he wasn't going to let those fellows get ahead of him ;. 
no, indeed, not he. We are not sure of the time, but 
we think it was in the merry month of May, when, 
amid the singing of birds, the playing of fountains, 
the ringing of bells, he led Miss Kate — or vice versa , 
we are inclined to think the latter — however, they 
went together to the hymeneal altar, and they twain 
were made one. 

Next came Albert Bohrer. They used to say he 
was hard to catch, but he was caught fast enough that 
time, and Laura gave him her hand and heart besides 
and vowed she would ever be true ; and we know she 
will, too. Then Peter and Anna, after twenty years' 
deliberation, concluded to unite their destinies and 
'share each others' joys and sorrows. We hear a word 
from them now and then, 'mid the orange groves of 
the sunny south. On the 8th of June, 1887, Miss Lil- 
Han Butler was married to Mr. S. W. Mellott; in 
1888, Mr. Fred Penfield to Miss Hattie Eisenhart; in 
August, 1889, Mr. H. St. Helen to Miss Irene Sum- 
merville; in September, 1889, Mr. George De Weese 
to Miss Ella Malotte. Previous to all these was the 
marriage of Miss Clara Myers to Mr. Gortner. There 
may have been some omitted in this category ; if so, 
we hope they will forgive the unintentional slight. 

Before closing we will state that the Institution 
has passed through another political change, and on 
the ist of May last the superintendency reverted to 
the very worthy gentleman who now holds that hon- 
orable position. 

We close with the hope that this history of these 
five years' happenings may prove both pleasing and 
-instructive to our hearers. 



ABILITIES OF THE BLIND, 325 

Mr. White : I think I might be able to say a few 
words to encourage and help some of our pupils who 
have left the Institution. I am a minister. In 1886, 
when a pupil in school, I had an indefinite notion that 
probably sometime I would preach the gospel ; but the 
thought was not sufficiently clear in my mind to shape 
my study. I took every study that came in my way, 
for I thought I would need every item I could get while 
in school. I have used everything I got here and have 
tried to make up for deficiencies in things I did not 
learn. I use a Remington single typewriter, use the 
New York point, and have an alphabet of sounds of my 
own that I use for writing notes with, though no one 
can read it but myself, and I can't always when it gets 
cold. My little knowledge of music has stood me in 
good stead, for sometimes I have been my own organist 
and sometimes even my own chorister. I found it nec- 
essary not only to be able to do the singing, but to re- 
member the number of the hymns, so as to be able to 
announce them. I think I am a good reader for a blind 
person. I read my own Scripture lesson. 

Mr. Van Cleve : I don't propose to give an out- 
line of my career the last sixteen years, but I wish to 
ask if the gentleman who has spoken so encouragingly 
and so helpfully has ever had to be his own audience. 
I don't wish to give an outline of my career, not from 
any reluctance to speak of myself, because that is not 
my failing; but there is one thing I wish to relate that 
may stimulate any who may wish to speak in public. 
The first experience I had was when I was a boy of 
fifteen. I went to town and found some boys and got 
up a show, and I played the organ at th.e show and sang 
and lectured. From that day to this the music lecturing 
business has alwavs come out on the ris;ht side. On one 



326 THE ACHIEVEMENTS AND 

occasion, after two days' hard work and a scant living, 
we came out with twenty cents. Another experience of 
my career, and not a very old one either, was one raw 
and gusty afternoon last winter. I rose in my place 
in the College of Music in Cincinnati to deHver my 
thirteenth lecture of a course of lectures I was giving 
there. My voice resounded to echoes and emptiness, 
and I found upon inquiry that two solitary men and five 
women composed my audience. I said, "Do you want 
me to go on?" "Certainly," they said, and I went on, 
was taken up with my subject, and I never spoke with 
more satisfaction to myself. 

Miss Smith : I have very little to say, but would 
like to say a few words to encourage the ladies. I 
have supported myself since leaving the Institution in 
1 86 1. The first year I left the Institution I made my 
home ; with the second year I taught in school ; then 1 
went as a governess in a family ; then I attempted a 
select school and had quite a number of scholars. My 
health failed, and I was obliged to give that up. I 
went to work again after that and did housework for 
a couple of years ; then I took care of a house, got 
along very well, and have been working at housekeep- 
ing principally ever since. I have not accumulated 
any wealth, but have kept myself and have kept out 
of debt. Many may think this is not a very high 
position, but there must be some one to do this work. 
Ladies need persons for it, and if we do it to the best 
of our ability it is just as important as any other feature 
in our education. 

Miss Bertha Alvis : After leaving the Institu- 
tion I went to Cincinnati and went to a friend's house 
and did not consider for a few years that I was compe- 
tent to make a living; then I took some courses in 



AElLixiES OF THE BLlNi:). ^^7 

housework, as I would in school, and had to learn 
what my teacher thought best. After three years 
time I went forth to battle with the world at large and 
feel now that for three years I have been competent 
to make a living. I am grateful for the education I 
received here; it has been a benefit to me. I am 
grateful to my Heavenly Father and afterwards to this 
Institution that I am competent to make ^ living and 
have been for the length of time I have mentioned. 

Mr. James Harper: In speaking and giving ex- 
periences it looks as though we had to go out boast- 
ing, to tell what we have done and what able to do. 
I will say that the broommaking business, if well fol- 
lowed, is a business that can be made successful. 
Would say further that so far as my own experience 
goes I have made out of the broom trade a success, 
or I presume you might call it so. I have accumu- 
lated some little means ; perhaps between two and 
three thousand dollars out on interest ; have one of 
the nicest, if not the nicest, little home in the village, 
and I suppose as well furnished as you might see, and 
I feel as though I have made a success of the broom 
trade. I want to say that, for I wouldn't do anything 
that would be a disgrace to this Institution. Thank- 
ing you for what it has done for me, I expect to try 
to live and act and work in such a way that will bring 
honor to it. 

Mr. Hoover : I have no speech to make. I can 
do better by sitting down quietly and telling what 1 
have been doing than to get up and tell it in a place 
like this. When I entered the Institution as a child, I 
did not think much about an education. My object 
at that time was to get hold of something by which I 
could make a livelihood. I took hold of broommaking 



328 THE ACHiEVEMENTg Al^D 

and served the full term, five years. I did not care 
anything for arithmetic, grammar, or geography ; yet 
I received a moderate education. I devoted the time 
principally to the broom-shop and to learning carpet 
weaving and have made a success in both of them. I 
have woven a gteat many yards of carpet, rag carpet 
Gf course, also made a great many brooms. I com- 
menced business in 1881 and have run it steadily ever 
since. I just got out of a loom last Friday. 

Mr. McCombs : I want to call for another gentle- 
man you are all acquainted with, whom we are glad 
to have with us, and for whom we have the highest 
respect and esteem, Mr^ S. A. Hagerman. 

Mr. S. a. Hagerman : My experience the past 
years, perhaps, has been but little different from that 
of others. My life has been somewhat checkered, 
meeting with success and reverses, but I have never 
faltered, realizing after leaving the Institution that 
pluck and energy were all required for success. 

Mr. Sparks : I have had some experience in dif- 
ferent ways. I left the institution in 1885 and went 
to Logan to teach music for a living. I knew no one 
there but a brother who went a few months before 
I did. I got hold of a "kid" and waltzed him 
around town and asked for music scholars. I got 
three scholars out of forty-six inquiries. People 
seemed to act as though I was infringing on their 
rights ; they had never seen a blind man and thought 
it absurd. I got three good scholars and went to work 
to make myself a living, and now I have the trade in 
music and selling instruments. I was peculiarly for- 
tunate in striking that locality. I struck a young lady 
down there who seemed interested in me, and I became 
interested in her and made her my friend. She made 



AP.TLiTtES OF THlE BLlNb. ^29 

me her friend; then I made her my secretary; then 
we concluded to make a partnership. The firm is suc- 
cessful to-day, undoubtedly prosperous. 



ADDRESS OF WELCOME. 

BY HON. C. L. SEDGWICK, OF 1895. 

Mr. President, Ladies and Gentlemen: 

Upon me as President of the Board and in behalf 
of the trustees, officers, and teachers, devolves the 
pleasant duty of bidding one and all a cordial welcome 
to the hospitalities of this Institution. I confess my 
inability to perform that duty as I should like. I real- 
ize that before me I have an intelligent and cultured 
audience. It was not my privilege to get much of an 
education, except in the bitter school of experience in 
the great battle of life. At the time that I ought to 
have been in school I felt it my patriotic duty to give 
my boyhood days to the cause of my country. I there- 
fore hope you will cover my imperfections as a public 
speaker with the broad mantle of charity. It is said 
that the ties formed during school days and upon the 
tented field are the strongest, outside of those of the 
family, of any this side of the grave. Of the former I 
can not speak, never having had much opportunity 
for testing it, but of the latter I can speak from expe- 
rience and with confidence. I take it that these 
reunions are to the alumni of this institution what the 
reunions and the camp-fires are to the boys who wore 
the blue. If so, happy indeed will be the few days you 
will spend together here. I am glad to see so many 
of the former pupils of the Institution spared to meet 



330 THE ACHIEVEMENTS AMD 

and greet one another once more this side of the silent 
tomb. Some who met with you at the reunion in 1890 
are sleeping their last long sleep; but methinks they 
are looking down from their shining seats on high,, 
not with sightless eyes, as was their lot while sojourn- 
ing here below, but with bright, sparkling ones, upon 
this scene and are rejoiced to see you enjoy this occa- 
sion. 

Some changes have taken place here since last 
you met as an Association. Prof. George Heinlein 
and Miss Munnell have gone to join the silent major- 
ity, and their places are filled with others. In the 
death of Mr. Heinlein, who was born and reared in 
my own county, near my own home, and in whom my 
people felt a deep interest, the Institution sustained a 
great loss. It seemed to be his chief aim to do the 
greatest good for those placed under his charge. We 
miss his great, bright, cheery smile, his kind, sympa- 
thetic words. With him "life's fitful dream is o'er" 
and he sleeps well. Peace to his dust ; fragrant be his 
memory. 

With Miss Munnell I was not acquainted, only 
as I saw her move so quietly about, and of her long 
connection with the Institution I cannot speak, but will 
leave it for others. 

DISCUSSION. 

Mr. Jesse McMillen spoke of a new invention for 
teaching music to the blind by means of object lessons. 

Mr. VanCleve approved of writing music in point 
print for teaching, and not depending so much on the 
memory. He discouraged the idea of acquiring speed 
in committing, argued in favor of rather committing 
thoroughly. He urged the reading of the current mu- 
sical jouriial, thus keeping in touch with the new ideas. 



Abilities of the blind. 33 1 

Mr. White recommended the use of the point 
l)rint stenograph. 



ADDRESS OF WELCOME. 

BY SUPT. S. S. BURROWS. 

Delivered at the Alumni Association, June, 1895. 
Ladies and Gentlemen of the Ahiinni Association: 

The whirhgig of time has at last brought us face 
to face with that epoch in the history of the Ohio 
Institution for the Education of the BHnd, when its 
ex-])u])ils and graduates hke the Moslems of old in 
their pilgrimages to Mecca — return to their alma mater 
— to grasp again the cordial hand of old time friend- 
ships — to rehearse the story of bygone days spent 
in this Institution — to live again, in reminiscence at 
least, the happy, joyous hours of love and labor left 
behind you here. After the cordial welcome extended 
to you by the President of our Board of Trustees, it 
might seem tautological to repeat the hearty greeting 
with which we receive vou all. 

Suffice it to say, that the good people of the State 
of Ohio, through their representatives to the General 
Assembly have generously appropriated the needed 
wherewith — the "almighty dollar," with which to 
contribute to your care and comfort while in attend- 
ance upon the sixth Alumni Association meeting con- 
nected with this Institution. With our genial steward 
looking after our temporal wants : our affable porter 
hovering about the outer portals, with his accustomed 
urbanity : our matron with grace and affability pro- 
viding comfortable quarters for you all : our Ernst 
Henderlick catering to initial wants, with a-lumb-nigh 



332 THE ACHIEVEMENTS AND 

at hand to grace the occasion with his presence — and 
our vigilant night-watch ringing the curfew bells, call- 
ing the weary sojourner to the fourth floor sleeping 
apartments, where the voice of revelry was never 
heard and the aroma of tobacco smoke never pene- 
trated, — the accustomed stillness inviting its occu- 
pants to "nature's sweet restorer, balmy sleep." May 
we not hope to foster the good opinion of you all, 
making this Alumni meeting an oasis in the desert 
journey of life long to be remembered. Innumerable 
are said to have been the advantages derived from 
these quinquenial gatherings not the least of which, 
judging from the history of the past, is the power of 
cupid's darts, to penetrate the callous epidermis of 
some of our bachelor teachers and alumnists, on these 
occasions, transforming their hitherto uneventful, lone- 
some, weary, wayward lives to the more congenial 
clime of matrimonial felicity. 

We have no apologies to offer for appearing be- 
fore you as the ninth superintendent of the Ohio In- 
stitution for the Education of the Blind. The wheel 
of political fortune turns us up, or turns us down, at 
the pleasure of the party in power. It is no fault of 
mine that I happen to be the ranking officer of the 
Institution at the present time, nor no disparagement 
to our predecessor, for whom we have the highest 
regard. 

With what success the school has been conducted 
under its present management we leave to the judg- 
ment of others, — contenting ourselves with this nega- 
tive indorsement, that we have escaped the unfriendly 
criticisms of the press, in the main, and have pur- 
sued the even tenor of our ways unheralded and" in 
comparative obscurity. Our work has been the quiet 



ABILITIES OF THE BLIND. 333 

drill of pupils, in class, in music, in industrial work- 
room and in tuning departments, where our faithful 
and efificient corps of teachers have acquitted them- 
selves with marked ability and assiduousness. If, as 
intimated by our worthy President of the Board of 
Trustees, our policy, at the first, was too lenient, 
we concede that our heart has never been subjected 
to the hardening process, as was that of Pharaoh of 
old, and we have been more willing to believe pupils 
disposed to do right and obey the rules, than to be 
guilty of infraction of them. If we thought them 
angels in disguise, at the first, as suggested by our 
President of the Board, — there is this much justifica- 
tion for the assumption, especially on the south side of 
the building, where the balloon prominences, project- 
ing from the shoulders and arms, if not confirmatory 
of the belief, at least, raised a strong presumption that 
wings were actually sprouting from the acromion end 
of the scapula and humerus. Seriously, we can but 
believe that our school will compare favorably with 
other non-seeing educational institutions in this or any 
other country, and that our pupils in all that pertains 
to mental activity and development are fully the equals 
of those in our seeing schools, nor do we believe they 
fall behind other institutions of like character in moral 
and intellectual training. In conclusion we can only 
say that we believe this Alumni meeting is fraught 
with mingled emotions of gladness and sadness. Glad 
to meet again the loved ones with whom you walked 
up and down these corridors in olden times ; to hear 
once more the melodious voices, with which your own 
may have blended in harmonious song : to tell of by- 
gone hours spent "within these walls : sadness to know 
that some with whom you mingled here, and whose 



334 'i'HE ACHIEVEMENTS AND 

memories are still fresh and green are not with us to- 
day. The fingers that thummed the piano key board 
with such magic skill, and so deftly drew the bow 
have forgot their cunning, and the voice of melody 
that once thrilled the heart, has been hushed in death 
forever. 

The muse insists on giving you the peroration in 
verse, so here it is : 

You have come from the east, you have come from the 

west, 
You have come from the land that we all love the best; 
From the north and the south, brave hearts strong and 

true, 
Your old-time friendship again we renew. 

We welcome you here, and bid you God-speed, 
Endeavoring our best to supply every need; 
Ever hoping and trusting, you never will find 
The hours misspent that are passed by the Blind. 

Then lay off your wraps, and Jje of good cheer. 
Our home is your home while tarrying here; 
Be happy and gay, nor think of the end, 
'Till time's on us called' that together we spend. 

And when the sad hour of parting must come. 
You've said the farewell, and left for your home. 
May this be our solace, 'till death gives us rest. 
We'll meet over there in the land of the blest. 



INAUGURAL ADDRESS OF JOHN BITZER. 

Elected President of the Alumni Association, June, 1895. 
Ladies and Gentlemen: 

To be elected President of the Alumni Association 
of the Institution for the Blind in the hearty manner 
I have been this morning, is certainly a great honor. 



ABILITIES OF THE BLIND. 335 

and I sincerely thank you for the conipHment. You 
have expressed in no uncertain tone your confidence 
in my abiUty to discharge the duties of the office. I 
sincerely hope you may not be disappointed. Person- 
ally, I feel incompetent, as I am not unmindful of 
the responsibility which the honor carries with it. 

I am inexperienced in the practice of parliament- 
ary laws, therefore I will ask you to be patient with 
me when I make mistakes and give me your hearty 
support whenever the occasion requires it. I shall 
endeavor to give due consideration to the wishes of 
each individual, and render every decision fairly, upon 
its merits, without prejudice or partiality. We have 
assembled here this week from all parts of this and 
many other states. We have manifold reasons for 
coming. We expect to profit by the recreation and 
social enjoyment, making new friends and talking of 
the "long ago" with old friends and to have a good 
time generally. But the prime object for which this 
Association was established, was to give us an oppor- 
tunity to meet once in five years and discuss the vari- 
ous subjects which are of vital importance to us in 
our different vocations. 

When we remember how carefully the interests of 
the various occupations of our seeing friends are 
watched, that annual and semi-annual conventions 
seem necessary to protect the same ; we feel that five 
years is almost sufficient time for us to forget that we 
have any interests in common. 

Our aim and object is, of course, to deal with 
seeing people as near as possible as they deal with 
each other. But from the very nature of things our 
methods of procedure must be somewhat diflferent. 
Like all classes of people, there are those atnong us 



336 THE ACHIEVEMENTS AND 

that have been more successful than others, because the 
business tact and energy they have displayed were 
of such a character as to make failure impossible. The 
experience of such persons freely expressed will no 
doubt be of great importance to us in our business 
pursuits ; while on the other hand, the disappoint- 
ments and discouragements of the less fortunate 
brother if told in the same way, may give some one 
a chance to ofifer valuable suggestions that may prove 
to be just what he needed to lift him out of his diffi- 
culties and make traveling easy. 

I hope each member will take part in the dis- 
cussion of the various subjects which will be brought 
before us. Let no one excuse himself on the ground 
that he is not a linguist. 

This is not an occasion for oratory or eloquence. 
Your plain, every day talk carries more weight and 
is what we want. Let each member be generous and 
contribute something for our edification, and also be 
determined to receive the greatest possible benefit from 
the contributions of others. Let each member have 
a due consideration for the opinion of the other, re- 
membering that a difference of opinion — no matter 
how wide the difference — is his right as long as it is 
his honest conviction. If this be borne in mind, I think 
our deliberations will be free from bitterness, a con- 
dition of things always to be desired in every deliber- 
ative body. 

I hope this re-union will excel all its predecessors 
in every particular, so that we may feel that it is good 
for us to be here ; so that we may return to our tread- 
mills feeling stronger and better prepared for another 
five years' effort to do our best. 

Again I thank you for the personal consideration 




Edward Roberts, 

Present Teacher of Piano Tuning Ohio State Institution 
for the BHnd. 



Anir.iTlKS OF run blind. 337 

you have shown me, and again I assure you that with 
your assistance I will do everything in my power to 
make this re-union a great success. 



AN ARTICLE 



Written by Edward Roberts, a Blind Gentleman Who 

Teaches Piano-Tuning in the Ohio State 

School for the Blind. 

READ BEFORE THE ALUMNI ASSOCIATION OF THE BLIND 
OF OHIO IN SESSION AT COLUMBUS, JUNE, 1895. 

Mr. President, Ladies and Gentlemen of the Alumni 
Association: 

It seems I stand in the same relation to this paper 
as the man in connection with the Tartar, when he had 
captured him. ''Hey, I have caught a Tartar," he 
said. "Haul him in," was the response. 'T can't," 
he cried. "Well, then, let him go." "But he won't 
let me go." Ladies and gentlemen, I have actually 
caught a Tartar in this paper. I would gladly let him 
go (whether I shall succeed in hauling in this fabulous 
Tartar by whom I fear I have been captured, you shall 
be the judges), but he won't let me go. You will 
allow me to preface my remarks with a short story 
that was clipped not long since from a magazine of 
widespread circulation. Several years ago a well- 
known eastern college offered a prize of considerable 
magnitude for the production of an essay within whose 
lines could be found the best and briefest account of 
the Mexican war. Among the many applicants who 
contended for this prize, the winner was one who 
wrote like this: "Subject, Mexican War, Chapter 

22 



33^ THE ACHIEVEMENTS AND 

First, Cause of the War, Texas. Chapter Second, 
Results of the War, Taxes." This is indeed brief, and 
at that time was thought to be precisely to the point. 
A subject upon which many would have written vol- 
umes under other circumstances is answered in two 
words — Texas and taxes. 

If our question to-day was answered with so much 
brevity, I fear but little credence would be given to 
its veracity ; and yet, strange to say, it can be answered 
with twice the brevity. Our subject under discussion, 
"Has Piano Tuning Proven a Profitable Field of 
Industry for the Blind?" is a pertinent question and 
one that no longer enshrouds itself in the garb of 
doubt. Hence my answer to your query can not be 
other than simply, "Yes," and in face of the facts 
which are daily confronting us I can not understand 
how anyone can take exceptions to its truth. Having 
seen the fruit of our handicraft, the world at large has 
long since departed from the idea that owing to our 
afflictions we are wholly incapacitated, and having 
eradicated this thought from the minds of our fellow- 
men, we have awakened in them an interest to such 
an extent that no one state in the Union is willing to 
be surpassed by another in the perfection of her schools 
and systems of training. 

We believe that the world owes no man, but that 
every man owes his service to the world. In view of 
this fact we are glad to proffer to the many communi- 
ties of our commonwealth our services in the form 
of literary and musical attainments, together with 
industrial pursuits. For more than a half century 
schools for the blind have been in existence in the 
United States, and within the last decade or two great 
strides have been made in the way of industrial addi- 



ABILITIES OF THE BLIND. 339 

tions. Chief among these is the ever cherished and 
well adapted art of piano tuning. It was to us as the 
manna to the Jews in the wilderness, for prior to this 
innovation willing hands were outstretched and found 
hut little to grasp. No line of work has proven itself 
so well adapted to sightless men as this. To-day from 
the Atlantic to the Pacific and in foreign lands as well, 
whether it be the Fatherland or sunny Italy, in bonnie 
Scotland or the Green Isle, it is fast becoming the 
watchword of our success. It is true, however, that 
not all sightless men can become successful tuners ; 
but this is no more a lamentable fact with us than it 
is with other men in other walks of life. 

Before undertaking this task I made it a point to 
solicit the opinion of those whose experience was 
greater than my own, and according to the information 
thus gathered from reliable sources throughout this 
and other countries, I feel that I need not hesitate to 
say that piano tuning in its adaptation to sightless men 
stands at the head of all modern enterprises, and if 
the opinion of the tuners of Ohio were weighed in 
the balance I am confident it would not be found 
wanting in support of this statement. Since tuning 
is a work that appeals to the ear rather than the eye, 
the sightless man, having developed a keen and sus- 
ceptible ear, may successfully enter the arena of com- 
petition. The possession of the pianoforte at one 
time meant almost untold wealth, but to-day it is' not 
only found in the palaces of the wealthy, but in the 
dwellings of the humbler classes. As the use of the 
instrument increases so does the field of usefulness 
widen for the tuner. The fact that so many of our 
number are now tuning and are successfully keeping 



340 THE ACHIEVEMENTS AND 

pace with their seeing competitors is evidence enough 
that it is a profitable field of industry. 

The states of the Union in which we have recog- 
nition in this way of a school and those where the 
population is sparse and the number of blind insufifi- 
cient to justify the mainenance of such an institution, 
but who have ready access to those of their neighbor- 
ing states have representatives in this field. We hear 
of them on every hand. Fast as it has multiplied 
and as readily as it has been taken up and cherished, 
yet we quietly ask, "Has piano tuning proved a profit- 
able field of industry for the bHnd?" When the first 
locomotive was invented it was thought by many of 
that day to be the product of an insane mind. How 
utterly absurd it was to think that the old time stage 
coach could be superseded by a new fangled steam 
engine. In short, the absurdity was so apparent with 
reference to this iron monster that one more confident 
than the rest of his fellow-men that it would fail 
declared that if it even kept pace, to say the least of 
outrunning the cumbersome and lumbery stage coach, 
he would eat a stewed car wheel. Well, the machine 
was finished, set upon its wheels upon the rails, and 
the race began. Though unlike our modern locomo- 
tive, noted for its beauty and symmetrical construc- 
tion, it was accurate enough to result in a complete 
victory and at once introducing new and better means 
of transportation. Then I presume the man who had 
declared he would eat a stewed car wheel well wished 
he had chosen something more edible. 

When piano tuning was first thought of in con- 
nection with the blind, it met with similar opposition. 
Not that the people of the time were prejudiced and 
unwilling for them to have a new industry, by which 



ABILITIES OF THE BLIND. 34I 

means they might increase their possibiHties for earn- 
ing a Hvelihood, but it was reasonably supposed that 
the multiplicity of tuning pins would only tend to 
confuse them, which would result in the breaking of 
strings, a difficulty, perhaps, which, after all, never 
would be overcome. This, together with the delicacy 
and intricacy of the action, if not at first would finally 
frustrate all attempts at tuning, when repairs would 
be needed. The drawing of two or more strings to 
the same tension was not the obstacle that stood in 
the way, for that was admitted as being feasible pro- 
vided the right pins could be set upon. 

They knew that tuning in itself was a matter of 
detecting and adjusting sound waves and appealed to 
the ear alone ; and so far as the eye was concerned 
in determining its success it could play no greater part 
than could the sense of smell or taste. Pictures, land- 
scapes, and monuments and edifices of whatever 
description are attractive embellishments for the eye ; 
music and tuning, whether it be of instruments, bells, 
whistles, or other sounding bodies are the outward 
.embellishments that please the ear. Since from neces- 
sity we are compelled to keep a sharp lookout through 
the sense of hearing, we become well fitted for the 
work under discussion. Like the absurd inventor of 
the locomotive, we were given a trial, and happily 
met with a grand success. We not only learned to 
put our hammer upon the proper pin and work skill- 
fully and artistically, but we have been able to under- 
stand and adjust the delicate mechanism of any and 
all actions. 

This brings us to a point where we might with 
impunity compare the action parts of the fast receding 
square piano to those of our modern upright. In the 



342 THE ACHIEVEMENTS AND 

action of the square we have six working parts, while 
in that of the upright we find at least ten, and in some 
makes more. This we can readily see would only 
tend to make the work of the tuner more complex; 
yet we have been able to cope in a mechanical way 
with the demands of such an action. Our tuners are 
not unlike the sighted tuner. Most tuners have some 
musical ability ; in fact, having a musical ear led them 
to choose this as a profession, and having musical 
ability they, too, often lack mechanical, for not often 
does the same person possess both in the same degree. 
We would not have you understand that our skill in 
a mechanical way knows no rival, but, strictly speak- 
ing, as for tuning in itself, we claim without blushing 
the topmost round in the ladder of tuners' fame. At 
this juncture let us hear the report from Nova Scotia. 
Seventy-seven per cent, of the graduates of this 
school are successful in one kind of business or 
another. Twenty-eight per cent, of this number are 
engaged in teaching music, eight per cent, in the field 
of piano tuning, and in this school the industry has 
been taught for the past twenty-two years, which time 
is but two years short of its entire existence. So you 
will notice that even in this remote country tuners 
make a favorable showing. 

You will allow me further to add in connection 
with this school, though it is rather irrelevant to my 
paper, that light electrical work has lately been intro- 
duced there, and it is proving to be quite feasible for 
young men who have a bent in this direction. Since 
it has been proven that not all can learn to be tuners, 
any more than all can follow the calling of the three 
black graces, it might be well to give it a trial in 
Ohio, as I think we have as many brainy fellows here 



ABILITIES OF THE BLIND. 343 

as elsewhere. Says Edward Quincy Norton : "Tun- 
ing and regulating is more than manual labor; it is 
an art." We are steadily growing in our ability to 
accomplish action regulating and minor repairs, and 
the doubt that at one time prominently stood out 
against us with regard to this particular phase of the 
work, and which doubt, I may add, has not yet wholly 
disappeared, happily is vanishing from the horizon 
of our success. From Boston we receive the most 
encouraging report, and many thanks to Mr. J. W. 
Smith for the same. He says piano tuning here is 
regarded as one of the most available trades for the 
blind. We can to-day point to many more successful 
tuners than successful teachers. While competition 
is sharp among tuners, still it is not so strong as 
among music teachers. 

For eighteen years the tuning department of this 
institution has had the entire care of the pianos in the 
public schools of the city of Boston. There are nearly 
two hundred instruments, and our contract requires 
us to see each piano every six weeks. He further 
adds : I believe a tuner who can repair the action and 
put it in good working order will please more people 
and give better satisfaction than one who can simply 
tune well. If a sighted tuner does a bad job, it is 
attributed to his want of skill, while if a blind per- 
son fails in any particular it is attributed to his want 
of sight, and they naturally conclude any person 
would make a similar mistake under similar circum- 
stances. Hence we learn from this experience the 
importance of turning out none but the most compe- 
tent. 

Mr. W. H. Glascock, superintendent of the Indi- 
ana Institution, writes, "Our tuners are going out and 



344 THE ACHIEVEMENTS AND 

are meeting with greater success than we had at first 
anticipated." He beheves the percentage of success- 
ful bHnd tuners is as great as it is of those who see. 
We find but very Httle prejudice because of their bhnd- 
ness. 

In summing up the reports from the following- 
institutions, Royal Normal College, in Upper Nor- 
wood, England; Canada, Kentucky, Wisconsin, Iowa, 
and Colorado, we have this as their unanimous opin- 
ion, that piano tuning is one of the most available 
trades for the blind. Since it is the custom that the 
opinion of judges shall render the decisions of cases 
in litigation, and as this question requires mature judg- 
ment, the opinions that have thus far been brought 
before you cannot reasonably be doubted, for, having 
appealed only to competent judges, men who are in 
position to know and whose testimony I regard as 
being expert, they believe piano tuning for the blind, 
when mechanical and musical ability is equal to the 
demand of such a pursuit, to be the most feasible 
and to result in the most practical employ of the 
branches of labor that has ever yet been introduced 
into our schools. It is a business which requires no 
capital nor building for location, and with the neces- 
sary requisites properly applied it becomes a con- 
genial and lucrative field of employment. If this is 
not conclusive evidence, then I have but to cite you to 
yourselves ; for in our own state, from center to cir- 
cumference, are found representative tuners, with 
whose success and individuality you have long since 
become acquainted. "The world may seem to stand and 
still it moves," and we who are ofttimes singled out 
as being helpless and dependent have kept creditable 



ABILITIES OF THE BLIND. 345 

pace vvitli the long procession that has marched down 
the ages. 

We have learned to tune, can tune, and we mean 
to continue to tune, and to acquit ourselves creditably 
in every detail that comes in a tuner's line. Success 
in this art is arrived at only by a small per cent, of 
those who aspire to the calling, and even in those 
cases its mastery demands the most diligent applica- 
tion, together with natural aptitude. 

Carlyle says, "He that will not work according 
to his faculty, let him perish according to his neces- 
sity. There is no law more just than that work is 
the mission of man in this earth. A day is ever strug- 
gling forward, a day will arrive in some approximate 
degree, when he who has no work to do, by whatever 
name he may be named, will not find it good to show 
himself in our system. Let wastefulness, idleness, 
improvidence take the fate which God has appointed 
them that their opposites may also have a chance for 
their fate." 

These reunions are for mutual improvement, and 
this is the time and place to suggest and discuss such 
matters as will be of interest to us. Gentlemen, there 
is still room for the expenditure of money and thought, 
and as we are paying you a fair rate of interest in the 
way of satisfaction for your past acts of kindness I 
am more than confident you look for better results in 
the future. Gentlemen, trustees, superintendents, 
stewards, and all other attaches, who have been con- 
nected with this institution from its very beginning 
down to the present day, we are indeed truly thank- 
ful for the many blessings and kindnesses you have 
so constantly heaped upon us. You have spared no 
efforts ; you have brought us out of chaos ; you have 



346 THE ACHIEVEMENTS AND 

let the sunshine into our hearts. We gratefully accept 
these benefactions, and we will still look forward to 
the time when we can enjoy the comforts of life on 
still higher planes. 



WHY THE STATE SCHOOL FOR THE BLIND 
SHOULD BE TAKEN OUT OF POLITICS. 

BY HON. E. T. DRAYTON. 

Read before the Alumni Asociation of the Bhnd of Ohio, 
in session at Columbus, June, 1895. 

Mr. President and Members of the Alumni Associa- 
tion of the Institution for the Blind: 
It affords me great pleasure to meet so many of 
you on the sixth anniversary of the alumni of the 
Institution for the Blind, to exchange greetings with 
you. It brings back pleasant recollections of the years 
when we were more closely associated in our relations 
to this institution, and though the years have come and 
gone since then, working their changes, and while 
some of those who were associated with us have been 
released from the cares, turmoils, and anxieties of this 
life, it is gratifying to meet so goodly a number of 
you who are still engaged in the struggle that life 
presents, and it is with great pleasure I look back to 
the days, months, and years that I was permitted to 
be associated with you in the humble relations I sus- 
tained to this noble Institution and here take occasion 
to tender my thanks to Superintendent, steward, and 
all who are in any way connected with the Institution 
for the very cordial reception I have always met in 
my visits to the Institution. But as there was a special 
topic assigned me for this occasion, I will now call 



ABILITIES OF THE BLIND. 347 

your attention to it for a very short time. The ques- 
tion is, "Why PoHtical Interference with the Institu- 
tion for the Education for the BHnd is Detrimental to 
its Best Interests." 

This is purely an educational institution. It is 
the outgrowth of that compassionate Christian senti- 
ment which prompts us to exercise a tender regard 
for the interests of the unfortunate and afflicted, love 
for mankind, recognizing no distinction of race or 
religion or politics. It knows only our common 
humanity. So Jesus of Nazareth taught us in that 
beautiful parable of the Good Samaritan. Well has 
Shakespeare written : 

"The quality of mercy is not strained, 
It droppeth as the gentle rain from Heaven upon 

the place beneath, 
It is twice blest upon him that gives and him that 

takes." 

Naturally it follows, then, that the Institution for 
the Education of the Blind should be as free as pos- 
sible from the taint of any partisan political atmos- 
phere. In the admission and treatment of its pupils 
there should be no discriminations on account of 
political views or connections. No offensive partisan- 
ship should be tolerated, but every pupil should enjoy 
the right without constraint or embarrassment of hold- 
ing and properly expressing his or her political views 
without fear or favor, so far as its pupils are con- 
cerned. 

It is evident that such a condition could be secured 
only under a non-partisan management. If this Insti- 
tution is to be made in the highest possible degree a 
blessing to those for whose benefit it was planned, the 
management, instruction, and moral influence should 



34^ THE ACHIEVEMENTS AND 

be of the highest character attainable. We may men- 
tion a few indispensable conditions of efficiency. First, 
the Superintendent, steward, teachers, and all other 
employes should be selected solely on account of their 
superior fitness for the positions they are to fill. They 
should be specialists in every line ; they should possess 
the peculiar abilities for their work, the mental gifts, 
the educational training which qualifies them eminently 
for their work. They should be of pure character and 
capable of exerting a strong and salutary influence 
over the pupils under their care. Above all, their 
hearts should be in their work. It should be to them 
not a means of livelihood or of gain, but a labor of 
love. 

Secondly, when good men and women are found 
to fill these offices they should be retained permanently. 
There is an efficiency that comes from experience and 
which can not be gained in any other way. This is 
particularly the case in an institution which deals with 
a class so peculiarly afflicted. The blind live in a world 
of their own ; their methods of perception, habits of 
thought, and conception of life are peculiar to them- 
selves. It takes long familiarity to understand them 
intelligently and aid them efficiently. With frequent 
changes truly efficient service is impossible. 

Here we see how political interference must inevi- 
tably prove fatal to the best interests of the institution. 
If its officers are to be held as part of the spoils which 
belong to the victors in each political contest, it would 
follow that appointments would be made not on 
account of peculiar fitness, but as a reward for party 
service. The men and women best qualified to fill 
these offices are not likely to be prominent in the polit- 
ical world and would be almost sure to be passed by 



ABILITIES OF THE BUND. 349 

in favor of some eminently unfitted for the work, but 
possessing political influence. Moreover, every new 
administration would be likely for political reasons to 
discharge old and efficient employes to make room for 
its own favorites, and thus the permanence and con- 
sequent efficiency of the service would be destroyed. 
We hold, therefore, that in the management of 
the Institution for the Education of the Blind a strictly 
non-partisan policy should be pursued, no inquiry 
made into their political preferences, and no favoritism 
shown on account of political opinions. We hold that 
in the selection and appointment of superintendents, 
officers, and teachers the question of the politics of 
the appointee should be entirely ignored and superior 
fitness for the position should be alone considered. 
The institution should be conducted in the interest 
of its pupils, and not in the interest of the dominant 
political party. Appointments should never be made 
for political reasons or as a reward for party service. 
Such a policy would secure to the pupils of the Insti- 
tution that unembarrassed freedom of political opinion 
to which every American citizen is entitled. It would 
secure a corps of officers and instructors of the most 
eminent fitness for their work. It would retain effi- 
cient incumbents permanently instead of exchanging 
them frequently for the unfit and inexperienced. It 
would conduct the institution not in the interest of 
party politics but in the interest of humanity and 
would make this institution worthy of a great Chris- 
tian state. 



Mr. Welch heartily endorsed the sentiments of 
the paper and trusted a non-partisan board might be 
secured. 



350 THE ACHIEVEMENTS AND 

Mr. White thought a board of two business men, 
two educators, and two blind men most practical. 

Mr. Van Cleve called attention to sympathy with 
the work as exemplified in the late Superintendent, 
Dr. Lord. 

Mr. De Weese recommended a woman to be mem- 
ber of the board ; she would have greater sympathy 
with Institution matters and could not be bought and 
sold in political jobs. 



HAVE THE CHANCES OF BLIND PEOPLE IN 
THE RACE OF LIFE BEEN IMPROVED? 

PAPER BY MISS CLARA GORTNER, A GRADUATE OF THE 
OHIO INSTITUTE FOR THE BLIND. 

Read to the Alumni Association, June, 1895. 

In the race of life there are many prizes. As to 
what constitutes a prize opinions widely differ. The 
vast majority in this plutocratic age desire wealth, 
wealth above all things. As accumulators of riches the 
blind never have been very successful. But, as wealth 
is of doubtful attainment by but few in any sphere 
of life, none, much less the blind, need consider them- 
selves out of the race if they win^ merely a comfort- 
able existence. And such an existence is a prize not 
to be despised when one thinks how difficult it is to 
win. Blind persons enter the race of life handicapped, 
and unless they are more talented or put forth greater 
efforts they can not hope to win the race with seeing 
persons. 

One of the greatest obstacles which has to be 
overcome is the idea which has always prevailed 
among people generally that the lack of vision entails 



ABILITIES OF THE BLIND. 35 1 

a greater degree of helplessness than a closer acquaint- 
ance would usually prove. Many apparently think that 
the blind are also deaf, and some have thought them 
necessarily deficient in intellect. But these erroneous 
ideas are gradually becoming less apparent, as the 
masses become more intelligent and as they more fre- 
quently see the blind demonstrating the practicability 
of competing with seeing persons. 

There are two classes of blind persons who are 
more or less successful in life — those who lose their 
sight in the prime of life, after having accumulated 
knowledge and experience as seeing persons, and those 
who have been born blind, or have become blind at 
so early a period of life that the short duration of their 
vision had little or no effect upon their education. 

As an example of the former class may be men- 
tioned John Milton, and an early example of the lat- 
ter class was Blind Harry. Little is known of him 
but that he was blind from infancy; that he wrote 
"The Adventures of Sir William Wallace," a poem of 
11,858 lines, and made a living by reciting it, or parts 
of it, before company. It was written about 1460, 
so Blind Harry was an early pioneer in educating the 
public to the knowledge of the possibility of the blind 
accomplishing something in the higher walks of life, 
while at the same time he began teaching that public 
that with a little opportunity a person deprived of 
sight from early childhood was not necessarily depend- 
ent upon their charity for subsistence. 

John Milton was forty-four years of age when 
he lost his sight. A man of great genius, exquisite 
taste, a talent for music, educated with the greatest 
care, living in a time full of events that naturally pro- 
duced the deepest thought and speculation the mind 



352 THE ACHIEVEMENTS AND 

could sound or compass ; traveling and meeting phil- 
osophers, wits, and artists, and viewing the galleries 
of Italy when they were full of the greatest, religious 
works that had ever come from the brush; his mind 
the most earnest, conscientious, reflective, and pro- 
found of his age ; his soul most courageous ; his will 
indomitable; always a man of thought, with the rich- 
est and deepest experiences of life ; when he had become 
blind vision had done about all it could do ; blindness 
was little more than the closing of the eyes to recall the 
visions of a vast memory or to paint in imagination 
grand scenes unmixed and untarnished with common- 
place surroundings. 

He lost the last rays of sight in writing his 
"Defense of the People." He had lost his political 
office at the downfall of the Commonwealth, so noth- 
ing was left but for him to devote the remainder of 
his days to literature. He had long cherished the hope 
of accomplishing a work that would perpetuate his 
fame. His mind was stored with all the material for 
his "Paradise Lost" and "Paradise Regained." His 
two daughters were at hand to make any necessary 
references and to handle the pen. 

In view of these facts of his life and character, 
it is certainly a logical conclusion that his blindness 
affected but few lines of his grand epics, and if it did, 
it has lightly affected them for the worse as for the bet- 
ter. The epics would have been written had he 
retained his sight. Yet some persons have asserted 
with positiveness that these epics never would have 
met the public eye had not their author become blind. 
He proved to the world by the diligence with which 
he continued his literary pursuits that his want of 
vision should not interfere with his work. Thus ht 



ABILITIES OF THE BLIND. 353 

also served to educate the public that blindness should 
not be an excuse for idleness or exclude the possi- 
bility of accomplishing many of the ends of life. 

By such examples governments were brought to 
perceive the possibility of greatly improving the 
opportunities of the blind. The state gradually took 
upon itself the duty of trying as far as possible to 
educate those whose affliction was so great as that of 
Blind Harry till that affliction should be no more 
severe than in the case of Milton. 

It has been but little over a century since the first 
successful efforts were made to enact laws whereby 
the education of the blind should be given special 
attention. Previously beggary had been almost uni- 
versally accepted as a consequence of blindness ; but 
as civilization advances beggary as a profession 
wherein those who have some physical disadvantage 
are tne most successful workers is on the decline. 

Year by year the idea grows that a proportion 
of the people of the earth shall become self-supporting, 
and in order to do this it is necessary for each and all 
to strive earnestly to overcome all difficulties. To 
become a useful and intelligent citizen, an education is 
the first essential, and since the education of the blind 
is comparatively of so recent date the necessity for 
improvement is so much greater to right the injus- 
tice of centuries. 

All children in the Uinted States are entitled to a 
free education, and why is a child who is blind given 
less than one who can see? But such had been, unfor- 
tunately, the case, though the educational advantages 
which are now offered the blind are more nearly equal 
to those of seeing persons than ever before. A much 
larger proportion of the pupils who attend the schools 

83 



354 I'HE ACHIEVEMENTS AND 

for the blind complete the course of study than of 
those who start in the primary grades of public 
schools; therefore, the bHnd pupils are entitled to a 
larger financial outlay for their education. There are 
many persons who claim that the state does in pro- 
viding an institution like this, where pupils are boarded 
free as well as provided with books, while the fact 
is it is done as a cheap arrangement whereby the 
state saves thousands of dollars, sending its blind 
pupils to one school, whereas otherwise the state 
would be compelled to have a school for the blind in 
each district wherein one or more blind pupils resided, 
in order to furnish the blind pupil or pupils with 
instruction equal to that of seeing neighbors, as the 
state is in duty bound to do. 

Could the blind 'and seeing pupils be educated 
in the same schools, colleges, and universities, it 
would be a great advantage to both, as the seeing stu- 
dents would then grow up realizing that the loss of 
one sense, even though it be such an important one 
as that of sight, does not debar one from the pleas- 
ures and duties of life, while the blind would not 
acquire the impractical ideas of life which attending 
a separate school is likely to induce, owing to the fact 
that the cost of living and the expense of an educa- 
tion are not discussed as they would be in the unre- 
stricted schools. 

It is to be regretted that more has not been done 
toward educating the blind among the seeing. Im- 
provements that should have been made in the past 
may be argued from the hopes of the future. Profes- 
sor John Clark Ridpath, the historian, claims that 
probably in one hundred years from now very little 
instruction in schools will be given in such a way as 



ABILITIES OF THE BLIND. 355 

to necessitate the use of the eye; that the eye will 
then be used for long range — for viewing Niagara 
Falls, the Rocky Mountains, and natural scenery gen- 
erally — and that the ear will be the channel of com- 
munication to the brain for most instruction, thus 
strengthening the memory in order that people may 
be less dependent upon their continual accessibility to 
encyclopedias, dictionaries, prayer-books, and Bibles. 

There are marked and unnecessary differences in 
schools for the seeing and those for the blind. In 
the latter trustees are sometimes appointed whose edu- 
cation has not been such as to fit them for the work 
with which they have been entrusted, while state uni- 
versities are under the trusteeship of men who are 
quick to advance the interests of those institutions. 
In public schools for the seeing, teachers are employed 
who are carefully examined as to their qualifications, 
and each year a higher standard is required. 

It is no longer considered wise to neglect phys- 
ical development while cultivating the mental facul- 
ties. Physical training and development are now 
receiving much public attention in public schools, while 
little has been done toward this end in schools for the 
blind, where this need is much greater, for the blind 
pupils have not the same advantages out of school, 
as they cannot benefit by the sight of athletic sports. 
While some of the foreign schools for the blind are 
somewhat ahead of the schools in this country in gym- 
nastic equipment, none have been to the extent the 
possibilities of the times would allow. 

It is certainly a gross neglect that has so long 
failed to supply every appliance practicable for the 
athletic exercises among the blind, and every means 
should have been sought whereby that which may seem 



356 THE ACHIEVEMENTS AND 

impracticable could be accomplished. Placing the 
blind as nearly as possible on equal footing with the 
seeing in physical development would give themselves 
confidence and be of inestimable advantage in lessen- 
ing the differences between them and the seeing. 

In manual training, schools for the blind excel 
other schools, since in them a number of trades are 
taught thoroughly, among which may be mentioned 
the making of mattresses, hammocks, horse nets, bas- 
kets, brushes, brooms, and ropes, carpet weaving, 
cane seating, hairwork, and piano tuning. Instruc- 
tion is also given in mat making, beadwork, crochet- 
ing, knitting, hand and machine sewing, though none 
of these are taught with sufficient thoroughness to be 
properly called a trade. The art of cookery is now 
receiving much attention in schools and clubs, and 
there is certainly nothing that adds more to the com- 
fort and well-being of the home than well-cooked food. 

"We may live without poetry, music and art; 
We may live without conscience and live with- 
out heart; 
We may live without friends; we may live with- 
out books; 
But civilized man cannot live without cooks." 

And the demand for those who can cook well has never 
been supplied. A department for instruction and 
practice in the art of cookery should be an adjunct to 
all complete schools for the blind. Cookery is an art 
in which the blind may become very successful, from 
the fact that they are inclined to follow rules and 
recipes with great exactness, which is the first requi- 
site to good cookery. The chances of the blind have 
been improved by literary and social societies, which 



ABILITIES OF THE BLIND. 357 

are among the most important features in all advanced 
schools and colleges, as these societies develop conver- 
sational powers and give ease of manner and self- 
])OssessioiT, which few acquire in any class that they 
attend. An opportunity to study character is here 
afforded as nowhere else in the school, demolish- 
ing exalted impressions born of an idle fancy. 

The instruction of the blind in elocution and ora- 
tory has not been given half the attention it deserves. 
It is most important that they should receive thorough 
training in these branches. As good elocutionists they 
would be afforded many social advantages and would 
learn facial expression, giving them control of the 
features. 

Music ha-s always been given special attention in 
schools for the blind and has always been considered 
for them the most profitable field of employment. 
In no other free school can so thorough a musical edu- 
cation be obtained as in the schools for the blind in 
the United States. 

The chances for the blind might have been 
improved had their schools never been called asylums. 
The word naturally conveys a wrong impression, and 
one can but feel surprised that it should ever have been 
printed on so progressive a thing as an electric street 
car. On page 870 in the Encyclopedia Britannica, in 
the article under the word "Blind," F. J. Campbell, of 
the Royal Normal School for the Blind, says, 'The 
institutions of America are not asylums, but in the 
truest sense of the word educational establishments." 

The social and educational advantages afforded 
the blind in the United States are superior to those of 
any other country; consequently they have engaged 
successfully in a greater variety of occupations. 



35^ THE ACHIEVEMENTS AND 

^Although France was the first to recognize that it 
was the duty of the state to educate the bhnd, she now 
holds the second place. As in the turbulent times of 
the great French Revolution of 1793 that nation did 
not forget the blind and demanded that they should 
become wards of the state, so in the French exhibit 
of paintings at the World's Fair in 1893 a conspicu- 
ous canvas was one by Auguste Zwiller, of Paris, 
entitled, "A Lesson at the Institution for the Blind 
Children at Ilzach." 

Many things which have been invented with no 
thought of the blind are as well adapted to their use 
as if they had been specially made for them. Among 
those are the typewriter, the , phonograph, and the 
double tricycle. As soon as the education of the blind 
began to be considered of sufficient importance to be 
given special attention the invention and manufacture 
of materials for use in teaching them began to occupy 
the minds of those interested in their advancement. 
Like all things in this inventive age, many improve- 
ments have been made in this line, the most important 
of which are the manufacture of books in raised 
print and point print slates. The cheaper production 
of paper has materially lessened the cost of books. 

It would be tedious to give an account of the rise 
and growth of institutions for the blind, though such 
an account would all bear on this subject. In the 
discussion which will follow this paper doubtless 
there will be brought out many facts, gathered 
through personal experience and by observation, 
which will show that the chances for the blind have 
materially improved. 



Abilities of the blinI). 359 

A STATE HOME FOR THE BLIND WOMEN. 

PAPER BY MISS NELLIE SILVUS. 
Read to the Alumni Association, June, 1895. 

In regard to the advancement of those who are 
not considered among the seeing many are the ques- 
tions that have been brought forward for discussion. 
Some, when beheld with the mental vision, are, as 
it were, transparent. Therefore only a passing glance 
is required to discern what course ought to be pursued 
concerning them. But few in number are such ques- 
tions when compared with those that are environed 
by a network of doubts and arguments, so closely 
woven that they are not even translucent. That the 
wisest and best methods may be adopted in regard to 
these questions, slowly, carefully, thread by thread, 
this thread network must be unwoven, and a tedious 
task this is indeed ; for many tangles are formed which 
admit of no further progress until the confused threads 
have been separated one from the other and each 
restored to its proper position. 

Knots also there are which to loosen careful 
study and thorough research are required ; so tedi- 
ous is this process of unweaving that valuable time is 
oft consumed in divesting them of the dark, chaotic 
wrappings by which they are surrounded. The ques- 
tion to which a few moments our attention is espe- 
cially directed is one about which are clustered many 
perplexing arguments. There are, I believe, weighty 
ones that can be brought forward in support of the 
establishment of a state home for blind women. 

For them the paths of life are in many instances 
more difficult of ascent than for their neighbors. 
Boulders of prejudice and misunderstandings are often 



360 THE y'^CHlEVEMENTS AND 

encountered that must be rolled aside ere they can 
continue their journey with which the seeing never 
meet. How difficult it frequently is for women whose 
sight is seriously impaired to obtain employment, due 
to an erroneous impression which is, alas, so preva- 
lent, that they are utterly incompetent to take their 
places among the seeing in the business and turmoil 
of active life, that instead of assisting they only cause 
additional labor for those by whom they are sur- 
rounded. 

This failure of the masses to comprehend the 
great susceptibility of the other senses to education 
is to be regretted; but that it is true can not for a 
single instant be doubted, and truths, though they 
would sometimes be passed by unnoticed because of 
their unpleasantness, must be met courageously and 
without hesitation. 

Through perseverance and energy sightless women 
can without doubt fill with credit many positions that 
constitute employment for our sex. There are, how- 
ever, some in the fulfillment of which sight is neces- 
sary ; others that can not be properly filled without 
special arrangements being made. This cannot be 
expected, for so swiftly flows life's restless current 
that many would hesitate to spend time in making 
such arrangements, and for this reason alone to occupy 
such positions others would be selected. This want 
of understanding, together with other reasons tends 
to lessen in number for such women the avenues of 
success that are open to their fortunate sisters. 

Throughout our land many homes have been pro- 
vided for those who because of sickness, failure to 
obtain employment, and various other reasons are 
without means of support, since for those in question 



ABILITIES OF THE BLiNt). 361 

tlie journey of life not infrequently lies in i)athways 
that circumstances over which they have no control 
have rendered especially steep and rocky. Is it not 
just that a home he provided for those who do not 
succeed in removing from their paths the impediments 
with which they meet? Those there are who would 
thcrehy be shielded from great privations. Some are 
obliged to enter those with whom they have simply 
nothins: in common, fall in truth ; not among the bet- 
ter classes is the majority of their associates. They 
spend their lives with perhaps never a ray of sunshine 
finding its way through the dark clouds of sorrow 
that envelop them. 

If anything, more keenly do they feel their condi- 
tion than the majority of persons admitted into these 
establishments, for from observation I have learned 
that in general more sensitive are they who behold not 
the works of man and nature with the physical vision 
than they who do. In but little less trying circum- 
stances are others, although they are received into the 
homes of, it may be, near relatives'. If for the sup- 
port of those whose welfare we are considering a 
home were established, not greatly increased would 
be the expenses of our state, for with proper manage- 
ment but very little assistance would be required in 
the performance of household duties ; all whose health 
would permit ought to be expected, yes, required to 
be as nearly self-supporting as practicable. 

Cane seating and basketmaking would, I believe, 
be found not unprofitable occupations, and various 
kinds of needlework would doubtless be salable. But 
the question arises. Would such a home, taking all 
things into consideration, be really productive of good? 
Being a state institution, soon would it find its way 



3^2 THE ACHIEVEMEN'TS AnlI 

into the political world, and let not politics enter into 
the government of this or any other institution of its 
kind. To be truly successful, it, like all others for 
the same purpose, must be under the control not of 
those by whom the necessitous are looked upon with 
contempt, or even indifference, but of those whose 
desire it is to cheer and assist God's needy children. 
In selecting its managers due consideration of 
their fitness to occupy such positions would not always 
be taken into consideration by the state officials, 
partly because of many other duties demanding their 
attention and partly due to its being one of the smaller 
and perhaps considered one of the less important 
state establishments. If for any reason it should 
prove a failure, better by far that it never be estab- 
lished. Detrimental to our people would it be, by 
making it even more difficult to procure for the indi- 
gent blind any assistance. The purpose of its estab- 
lishment would in all probability not be thoroughly 
understood by many not interested in such institu- 
tions. Is it not probable that most people would con- 
sider it a home provided for all blind women instead 
of only those upon whom fortune hath not smiled? 
Were this the general impression formed, less interest 
might be taken in some instances to procure for them 
employment. That this is sometimes the experience 
of those not of this class is, alas, only too true. Is it 
unreasonable, then, to conclude that with blind as with 
seeing the same rule should hold ? In every question 
brought forward for discussion, in every decision 
rendered this object ought to be steadily held in view, 
the more perfect union of the two classes, the blind and 
seeing. When, this is accomplished, when there no 
longer exists any misunderstanding, when the inter- 



Aliir-tTiES OF THE BLIND. 363 

ests of one are the interests of the other, then indeed 
will a i^reat work have been done. 

Hilt would this step, if taken, bring together the 
two classes ? Would it not rather tend to increase 
in width the breach by which they are already sepa- 
rated by calling forth additional misunderstandings? 
No; this certainly could not be the result, for all dif- 
ferences that would arise by the failure of those not 
particularly interested to comprehend the purpose of 
its establishment would affect individuals only ; soon 
all erroneous impressions would be dispelled ; within 
a few years it would itself set forth its object; it 
would bring beneath the notice of the public this truth, 
that independent and self-supporting is a large major- 
ity of the hundreds of blind women throughout our 
state. This would ultimately join those forces that 
are working to place the two classes side by side. 
True, if allowed to drift into the political world the 
same success could not be attained that if other- 
wise controlled ; but, being the smaller state institu- 
tion, the legislature might be prevailed upon, were 
the matter placed before this body, to throw it out 
of politics. Even if this could not be accomplished, 
without doubt materially improved would be the con- 
dition of those for the benefit of whom it would be 
provided. This, like other projective movements, 
admits of many arguments, both pro and con, and as 
a very careless observer can readily perceive it has 
not been even properly introduced in this short paper ; 
but those in favor of this establishment of a state 
home for blind women have in my opinion the ascen- 
dency, for can it be doubted that it would ultimately 
prove beneficial rather than injurious? Let us weigh 
the arguments carefully and we do not find that on 



364 The achIeVjemeMtS AMD 

one side are largely taken into consideration the tem- 
porary inconveniences of the few, while on the other 
the ultimate good of all needy blind women. Which 
ought, then, to be taken into consideration, the present 
interests of the few or the everlasting welfare of the 
many? Justice hasteneth forward, as always she does, 
to proclaim, Heed ye not temporary inconveniences, 
for soon will they be borne away on the never falter- 
ing wings of time into the past. But look ye, O my 
friends, to the permanent good to all. 

DISCUSSION OF MISS SILVUS' PAPER. 

Mr. Deweese doesn't know why the states haven't 
provided for the weaker sex before providing for the 
men. If such a home was formed purely on a benev- 
olent basis it would only add to the laurels of the 
state in her benevolence. Europe is far superior to 
the United States in benevolent homes. 

Miss Hill said it took grit to get along in this 
world, whether blind or seeing. A larger per cent, 
of the indigent in the state are seeing. If people 
won't work, they may go to the infirmary, where they 
are well provided for. 

Mr. Couden understands the paper to mean, 
Shall homes be established for women as well as men ? 
He believed that men and women who will work can 
earn a living. We live in a day of combines. It is 
impossible for men or women to go out and compete 
with large institutions. What these homes are for is 
to establish a place where material may be bought 
wholesale and men and women can work and compete 
with larger establishments. If such a working home 
is founded, no one should be admitted except those 
who are willing: to do their best. The industrial home 




Dr. H. N. Couden, , 

Elected President Alumni Ohio State School for the Blinc 

June, 1880, who is and has been for several years 

Chaplain of the Lower House of Congress, 

Washington, D. C, U. S. A. 



ABILITIES OF THE BLIND. 365 

and not a home for indigents. If there can be any 
steps taken to establish a home of- each kind, he would 
be strongly in favor of the movement. 

Miss Powell thinks Miss Hill too severe. All are 
not born with equal ability and dispositions. She 
thinks women are ready to do all they can to support 
themselves, and a place to get work would be most 
desirable. 

Miss Hill defends her statement ; says she meant 
to encourage blind in saying that the seeing have as 
much difficulty in securing work as the blind. 

Miss Austin : It belongs to the blind as a class 
to look after their own dependents. Those who have 
music as a profession have the best chances ; but 
women who have to depend on a literary education 
do not have the same opportunity. The fact that the 
pupils here have been given a high school education 
does not imply that they are equipped to earn a liv- 
ing. The very fact that they have this education makes 
their situation more deplorable when they have to enter 
infirmaries, and if a home could be established, afford- 
ing work for those who could work, admitting those 
also who were not able to work, it would be "a con- 
summation devoutly to be wished." 



ADDRESS BY REV. H. N. COUDEN. 

FORMER GRADUATE OF THE OHIO STATE SCHOOL FOR 
THE BLIND. 

Delivered to the Alumni Association of the Blind, June, 1895. 

The reunion of this Alumni Association may be 
compared to the home coming to the family after 



366 THE ACHIEVEMENTS AND . 

years of separation, since it carries with it all the deep 
and tender emotions incident to such gathering. The 
saddest thing in all the wide world among the inevi- 
tables is the breaking up of a happy home. As the 
children grow up and go out one by one into the activi- 
ties of life, for as time sweeps on in its ceaseless flow 
and the shadows of life lengthen, home with all its 
environment becomes the dearest spot on earth. When 
will these familiar lines be emptied of their significance 
and grow old — 

"How dear to this heart are the scenes of my childhood, 

When fond recollections present them to view ; 
The orchard, the meadow, the deep tangled wild-wood, 

And every loved spot which my infancy knew. 
The wide spreading pond, and the mill which stood by it, 

The bridge and the rock where the cataract fell; 
The cot of my father, the dairy-house nigh it 

And e'en the riide bucket which hung in the well. 
The old oaken bucket, 
The iron bound bucket. 
Which hung in the well." 

But where is the orator, the master, the genius who 
in fitting language can portray the deep and tender 
emotions of that family gathered once more under 
the parental roof, round the fireside or well spread 
board? What scenes, what reminiscences, what mem- 
ories of childhood and youth spring from the foun- 
tain of the heart, welding in a deeper love the ties 
which time nor space can sever. Yet, amid the inde- 
scribable joy a vein of sorrow comes, unbidden it may 
be, yet it comes to mellow, to deepen, to sanctify with 
its presence. 



ABILITIES OF THE BLIND. 367 

"There is no flock however watched and tended, 

But one dead lamb is there, 
There is no fireside, howsoe'er defended 
But has one vacant chair." 

We come to this institution in childhood and 
youth, and in the very nature of the case the long 
series of years required to complete the course, it 
becomes to most of us home, and as we graduate and 
go out to meet the duties and responsibilities of life 
and make ourselves fortune, fame, a name commensu- 
rate with the longings, the hopes, the aspirations of 
true men and women, in defeat or victory, in joy or 
sorrow, our hearts turn back to this our alma mater, 
nay, our home, and when the white winged messenger 
bids us to the "reunion," a torrent of memory flows 
back upon the heart and our whole being tingles with 
delight, and we live over the old days, not only in 
memory but in our dreams, and as the time draws near 
each old, familiar form, each well remembered voice, 
each scene becomes intensely realistic, and finally 
when all are gathered once again under this old roof, 
I repeat, where is the artist, where is the genius with 
chisel or brush or pen or score who can fittingly por- 
tray the profound emotions of the hour. But, alas, 
it is not all joy. We listen for the familiar step, the 
tender voice ; we wait the warm clasp of a hand ; yes, 
in the language of our beloved Whittier, 

"We long for household voices gone, 
For vanished smiles we long, 
But God has led our dear ones on 
And He can do no wrong. 

I know not what the future hath 

Of marvel or surprise, 
Assured alone that life an4 death 

His mercy underlies. 



368 THE ACHIEVEMENTS AND 

And so beside the silent sea 

I wait the muffled oar; 
No harm from Him can come to me 

On ocean or on shore. 

I know not where His islands lift 

Their fronded palms in air; 
I only know I cannot drift 

Beyond His love and care." 

Is it a stretch of imagination, or do I actually 
feel the presence of our dear ones whose feet have 
touched the strand of those celestial shores, whose finer 
instincts, now enhanced by contact with the Master, 
have somehow divined our purpose, or by some sub- 
tile power w-hich deep in our being lies hath reached 
their souls and drawn them hither to make divine and 
more sacred still the purpose of this reunion? In the 
language of Mrs. H. B. Stowe, 

"It lies around us like a cloud, 
A world we do not see; 
Yet the sweet closing of an eye 
May bring us there to be. 

Sweet hearts within us throb and beat 
Sweet helping hands are stirred, 

And palpitates the veil between 
With breathings almost heard. 

The silence — awful, sweet and calm 
They have no power to break ; 

For mortal words are not for them 
To utter or partake. 

Scarce knowing if we wake or sleep. 

Scarce asking where we are, ' 

We feel all evil sink away, 
AU sorrow and all care," 



ABILITIES OF THE BLIND. 369 

O sacred presence, hallowed be thy memories, 
dear thy hopes, thy longings, thy aspirations fulfilled ; 
let thy benediction fall upon us ere thou departest to 
thy abode of bliss. We wreathe in our minds to thy 
memory chaplets of flowers, garlands of roses, and 
bedew them with our tears. 

Science tells us that the falling of a pound weight 
through space a distance of two or three feet only sets 
every atom of matter vibrating throughout the entire 
universe, so delicately and so nicely are they adjusted. 
If this is true of the material universe, what of the 
spiritual realm? Does not Paul express a universal 
truth when he says, And whether one member suffers, 
all the members suffer with it, or one member be hon- 
ored, all the members rejoice with it? This conclusion, 
however, may be too broad, too sweeping for us to 
fully comprehend as finite beings, at least in our fleshly 
limitations ; but this one thing I do know, that each life 
with which we come in contact becomes a part of our 
own being; not the eating, drinking, counting man, 
but the soul itself, which is the man before which we 
reverently bow, and whenever soul touches soul the 
impress is lasting ; nay, it is fixed and becomes an inte- 
gral part of our being. Let me illustrate: 

Many of you were pupils of this institution when 
our sainted Dr. Lord was its Superintendent. You 
know him. You will never forget him, because he has 
become a part of your being, and the more you have 
of that life the larger, the nobler, the grander is your 
own life. Thus it is a give and take world ; each must 
take and each must give; hence it becomes extremely 
important that we use the utmost care in giving and 
taking. Evil communications, says Paul, corrupt 

24 . 



370 THE ACHIEVEMENTS AND 

good manners. But I am not here to preach a sermon, 
though the force of habit will assert itself; but I am 
here to speak in memory of those who have passed 
from this existence to that larger life. 

Since the last reunion many of my school friends, 
my classmates, have joined the innumerable throng. 
I can not dwell upon each in fitting tribute ; time for- 
bids. Peter Thacher, Mattie Bigelow, Julius Bliss, 
Lettie Terrill, each possessed elements of greatness, 
which by the force of circumstances were not permit- 
ted full fruition in this life, yet each life bore fruit 
and has added something of joy and worth to those 
who knew them. I would gladly linger upon the 
memory and endearing associations of each, but 
Superintendent Burrows requested me to speak of the 
late and our lamented Prof. George Heinlein. This, 
too, is a pleasure, since I knew him as few were per- 
mitted to know him. 

Most men have doors to their hearts, and many 
leave them open to all ; some men, however, are timor- 
ous, retiring, and open the door only to their most inti- 
mate friends. Such a man was Professor Heinlein ; 
his characteristics, modesty, gentleness, and humiHty. 
He never intruded himself where he felt he was not 
welcome ; he was not a recluse, he was fond of society, 
but it must be genial. He was not a conversationalist, 
yet in the presence of those whom he honored with his 
friendship the door of his heart was open and he 
talked fluently, never frivolously, but was always to 
a purpose ; he would not enforce his opinions ; he 
advanced ideas for your candid criticism, that he might 
be informed, though no one could listen to him upon 
his favorite themes, politics, music, religion, without 
being the gainer. Musically he was a genius, and 



AHTLITIES OF THE BLIND. 37I 

though he had given much time to the development of 
the musical side of his being, yet it was not to the 
neglect of other powers of mind. He was really well 
rounded out, symmetrically developed, though, as I 
have said, to appreciate him fully you must know him. 
I think all who knew him appreciated him and loved 
him ; but those who knew him best appreciated and 
loved him best. 

He had the highest conceptions of moral excel- 
lence. There never was a more honest man ; his word 
in the dark was as good as his paper in the light. I 
never knew him to deviate from the truth. He never 
stooped to antagonize or to mean advantages under 
any "circumstances. Frank in his avowals, firm in his 
convictions, gentle in all his intercourse with men, 
no man felt more keenly the sting of unjust criticism; 
yet he did not rail, but with a patience born of hope he 
waited, feeling that time would improve his position. 
He was a natural gentleman, always generous, kind, 
and considerate, "with malice toward none and char- 
ity for all," he was, though not a member of any 
church, a Christian. 

Like most of us, he had his faults ; but no man 
strove with greater courage and perseverance to cor- 
rect them. He was, as I have said, a musical genius 
and a master of that art or science so far as he was 
permitted to investigate, analyze, classify, and arrange. 
No one will doubt this who had the fortune to come 
under his tutorship or who had the privilege of an 
audience when he presided at ^lis favorite instrument, 
the piano. It was as though he were a part of the 
instrument ; his soul took possession, and every tone 
was instinct with life and intelligence. You were 
absorbed ; he took possession of you and carried your 



372 THE ACHIEVEMENTS AND 

thoughts; your heart throbbed with all the deep emo- 
tions, tender pathos, and profound meaning and inten- 
sity of the theme ; your soul touched his soul, and you 
were lifted up, as it were, from self, away from care, 
borne aloft to the regions of the blest; you were 
ennobled, purified in a torrent of melody and harmoni- 
ous combination of sounds; you could see the land- 
scape with all its varied scenes, the villages, the hills, 
the mountains, the rivulets, the cataract, the brook, the 
deep, flowing river, the woodland, the meadows, the 
rugged rocks, the lofty peaks, the headlands, the great 
ocean itself, the blue, ethereal, the sky with its myriads 
of stars, the shimmer of the moon or the sun itself, 
illuminating everything with a halo of glory. You 
could hear the lowing of the herd, the tinkle of bells, 
the song of birds, the music of the brook, the roar of 
of the cataract, the deep bass of old ocean, all blending 
in one great harmony. He could lead you through 
all the activities of life by the hum of machinery, the 
tramp of feet. He could take you to the quiet of the 
home or lead you by the sound of bell to the peaceful 
Sabbath scene around the altar erected to God and 
lift you by its devotion to the realm of the blessed. 

Lord Chatham said of Mendelssohn, "There was 
something finer about this man than anything he ever 
did," and this may be said with equal propriety of 
Prof. George Heinlein. In this thought is the earnest 
of that hope which burns in every man's breast, the 
hope of immortality. In this life we are shut in by 
fleshly limitations ; our longings, our hopes, our aspi- 
rations are never satisfied. The acquirements of yes- 
terday but quicken the desires for to-day's achieve- 
ments, says Emerson. 

The philosophy of six thousand years has not 



ABILITIES OF THE BLIND. 373 

searched the chambers and magazines of the soul. In 
its experiments there has always remained in the last 
analysis a residuum it could not solve. The incom- 
pleteness of this life necessitates and proves existence 
to that other life, where the soul, freed from its earthly 
environment, may move on to its perfection. Again, 
the material universe is bound together by unseen 
forces — molecules, atoms, worlds, and systems of 
worlds, so we are bound together by ties of affection, 
by that subtile, unseen something we call love, which 
is more enduring than any material thing, and which 
eternity alone can satisfy. Pull down the stars of yon- 
der heavens and place them in the balance and one 
drop of love will outweigh them all, says George D. 
Prentice. 

It cannot be that earth is man's only abiding place. 
It cannot be that our life is a bubble, cast up by the 
ocean of eternity to float another moment upon its 
surface and then sink into nothingness and darkness 
forever. Else why is it that the high and glorious 
aspirations which leap like angels from the temples 
of our hearts are forever wandering abroad, unsat- 
isfied ? Why is it that the rainbow and the cloud come 
over us with a beauty that is not of earth, and then 
pass off and leave us to muse on their faded loveliness ? 
Why is it that the stars which hold their festival 
around the midnight throne are set above the grasp 
of our limited faculties and are forever mocking us 
with their unapproachable glory? Finally, why is it 
that bright forms of human beauty are presented to 
the view and then taken from us, leaving the thou- 
sand streams of the affections to flow back in alpine 
torrent upon our hearts? We are born for a higher 
destiny than that of earth. There is a realm where the 



374 THE ACHIEVEMENTS AND 

rainbow never fades; where the stars will be spread 
out before us like the islands that slumber on the ocean, 
and where the beautiful beings that here pass before 
us like visions will stay in our presence forever." 

"But oh, what revelations will the future bring 
forth. Every misunderstanding will be made plain ; 
every misalliance and entanglement will be unraveled ; 
the dark will be made bright ; the homeliest will in 
His own good time be made fair. Now we see through 
a glass darkly, but then face to face ; now I know in 
part, but then I know even as also I have been known, 
and now abideth faith, hope, love, these three : but the 
greatest of these is love." 

"When the mists have rolled in splendor, 

From the beauty of the hills, 
And the sunshine warm and tender 

Falls in kisses on the rills, 
We shall read love's shining letter 

In the rainbow of the spray, 
We shall know each other better 

When the mists have cleared away." 



HOW SHALL THE PUPILS OF THE STATE 

SCHOOL FOR THE BLIND BE TAUGHT 

MUSIC TO BEST FIT THEM FOR 

TEACHERS OF THE SEEING? 

PAPER READ BY ALBERT SPARKS, 

Former Graduate of the Ohio State School for the 
Blind, June, 1895. 

Mr. President, Fellozv Members of the Aluinni: 

I call upon you to aid in the solution of the above 
named problem. I desire in the outset to emphasize 



ABILITIES OF THE BLIND. 375 

this fact, viz. : that this subject to which we respect- 
fully call your attention for a short time is second in 
importance to none which has been or may be dis- 
cussed during the deliberations of this association. 

In fact, I have but little hesitation in affirming 
that it is the important topic on the program, the ques- 
tion which greatly perplexes me and no doubt you, is, 
why one so small is called upon to handle a subject 
so large. 

There is but one explanation that seems in any de- 
gree satisfactory. Our good friend tried and true 
Deacon J. F. L. no doubt was a factor in the prepara- 
tion of this program, and being strictly of a biblical 
turn of mind, he has endeavored in this appointment 
to fulfill the Scriptures which saith the weak things of 
the world shall be chosen to confound the mighty. 

You will not expect a brilliant display of elo- 
quence from one fresh from the region of black 
diamonds. Therefore I will not consume your time 
with rhetorical flourishes or flowery figures, for I have 
long ceased to be poetical and of late years have become 
decidedly prosy. 

My remarks therefore will be of a plain and I 
trust a practical nature. It has been said that much 
importance is attached to this question. In support of 
this statement allow me to give you a reason : the 
vocation of music teaching is one to which our pupils 
are peculiarly adapted. A field in which they can 
work with comparative ease and achieve success, 
please do not understand me tO' say that this is the 
only road we are permitted to travel, that we are con- 
fined within the narrow limits of this one occupation ; 
on the contrary, I will not be contradicted when I 
say that many honorable positions in life have been 



Z7^ THE ACHIEVEMENTS AND 

successfully filled by blind people. We have with us 
on this occasion ladies and gentlemen representing 
various callings of life. Allow me if you please to 
introduce you to the minister, the lawyer, the teacher, 
the lecturer, the critic, the composer, the journalist, the 
merchant, the business man, the mechanic. These are 
all here and others that might be mentioned. 

However, I think that the most of you will agree 
with me when I say that a large majority of the 
graduates of this and other institutions of a like nature, 
will engage in the profession of teaching music as a 
means of their support. It is therefore highly im- 
portant that this school shall give its students that 
kind and that amount of musical training that will 
enable them to go forth and successfully compete 
with their more fortunate competitors. And when this 
end has been accomplished this institution has in a 
large measure fulfilled the mission for which it has 
been created. 

In order to be a successful teacher of the seeing, 
it is necessary first to become a reasonably good per- 
former on the instrument we propose to teach. It is 
not within the province of this paper to discuss the 
point whether or not a skilled performer is essential 
to a skilled teacher, but I do wish to say that it is of 
vital importance that, when we appear on the scene 
to solicit patronage that we shall be able to execute 
well. 

How blind people can teach music is a profound 
mystery to most of our seeing friends. There is no 
explanation which can be offered, no argument so 
convincing, no way of gaining their confidence so com- 
pletely, as to be able to sit down to the instrument and 
render a selection of music in a creditable manner. 



ABILITIES OF THE BLIND. 377 

Your ability as a teacher is measured largely by your 
ability as a performer. It is therefore important that 
we make our pupils good performers. It is the key- 
note to success. 

It now follows to answer the question how can 
this be done. I answer, first we must have teachers 
abreast with the time and wide awake to the interest 
of the pupils. The pupil must be energetic and will- 
ing to apply himself to the work. I consider one of 
the chief essentials to a good performer, an abund- 
ance of time for practice. Could I live over again 
my institution life, I would insist on more time to 
devote to my musical studies. As I now see it I con- 
sider one of the chief hindrances to my progress, in- 
sufficient time for practice. My practicing hour for 
two years was immediately following the supper hour. 
Having devoted all day to other pursuits my body 
and mind were so fatigued that my practice resulted 
in little good. In a school like ours, composed of 
three departments, the strength of the pupil is taxed 
too heavily. 

Great care should be exercised in assigning that 
work and that amount of work which is calculated 
to result in the greatest good to the pupil. It is my 
humble opinion that, when a pupil manifests a degree 
of musical talent and expects to make the music busi- 
ness his future business, his musical studies should have 
the preference. Far be it from me to discourage the 
pursuit of any branch of knowledge taught in this insti- 
tution, for I think I realize to some extent at least the 
value of a well balanced mind with all the faculties 
properly developed, but if I understand the object of 
this institution it is not so much to give its patrons a col- 
legiate education as to instruct them in what is com- 



380 THE ACHIEVEMENTS AND 

of financial benefit it brings our pupils before the 
public and advertises them as nothing else can do. It 
also introduces them to the best society and gives 
them a standing and prestige in the community. 
Therefore I say if the pupil expects to locate in a small 
city or country town it is to his advantage to general- 
ize, that is, to learn to play and teach a number of 
different instruments. But if he expects to locate in 
a larger town he must specialize, that is to say he 
should not use his time in studying many instruments 
but confine himself to one or two things. The larger 
the city the more are specialists in demand. We now 
come face to face with the knotty part of this prob- 
lem, how to facilitate the work of preparing our les- 
sons for seeing pupils. 

The difficulties to be overcome which have been 
before mentioned sink into utter insignificance when 
compared with this obstacle. It has been my custom 
to go before a pupil perfectly familiar with every note, 
sign and term contained in the lesson to be taught. 
We may occasionally teach a light composition without 
such thorough preparation ; but as a rule if you would 
succeed you must prepare the lesson thoroughly. Any 
small mistake our seeing competitors may be able to 
find will appear in their eyes a thing of immense mag- 
nitude. Therefore, I maintain that in order to be a 
successful teacher of the seeing, we must have some 
means of knowing whether or not the pupil is stick- 
ing to the text. 

The seeing student is able to take more music at 
a lesson than the sightless student ; therefore, it is 
exceedingly laborious and consumes much valuable 
time and expense of a music reader, and, by the way, 
a good music reader sometimes cannot be obtained for 



ABTLITIES OF THE BLIND. 381 

love or money ; however, 1 did get one for love, as 
f had no money. During my last term of school I 
obtained a limited knowledge of the New York system 
of musical notation. When my class increased in 
numbers I secured the key to this system and studied 
it. Instead of committing my music I wrote it in 
this system. By going over the lesson a time or two 
I could go before my pupil and as he played I could 
follow him and easily detect any mistake. In this way 
I was able to attend to a large class with comparatively 
little labor. I do not know how extensively this 
system is used, either outside or inside the institution. 
I know this, that I could not have succeeded with my 
large class without the help of this system. I believe 
it is practical and would advise all blind teachers to 
use this method. I would recommend its general 
adoption by all schools for the blind. 

The pupil could write his lesson before memoriz- 
ing it. By this means he would get his music in a 
tangible form. By following this plan till he gradu- 
ates and goes out in the world to teach the seeing he 
will have a method and a course of instruction and a 
large quantity of music prepared ; in other words, he 
will have a large capital to commence business. He 
will be more independent and not so much at the mercy 
of a music reader. I would encourage a wide publica- 
tion of music in this system. The larger the better. 
In learning a new composition always write it, then 
you will have it in shape to use again. Allow me to 
mention one more point and then I will turn my sub- 
ject over to those who are better qualified to discuss 
it. Blind people seem to need experience and practice 
in playing in public. I have experienced much em- 
barrassment along this line and I have heard many of 



382 THE ACHIEVEMENTS AND 

our graduates express themselves in a similar manner. 
This difificulty, it seems to me, can be overcome to a 
large degree by having recitals. Divide the musical 
department into different grades and call upon each 
at certain periods to give a recital in the chapel, to 
which invite the public. This will give the students 
this needed experience and also be an incentive for 
them to practice and attain a good degree of perfection. 
But I fear I am trying your patience. Much more 
might be said on this topic but time forbids. I de- 
sire that you will remember that this is an important 
subject and that you will all discuss it freely and thor- 
oughly. I have in the foregoing simply stated my 
opinions, recognizing the fact that it is your province 
to accept them as your better judgment may dictate. I 
shall be very sorry if I do not hear from one who 
will take exceptions to what has been said. I thank 
you for your attention. 



A LETTER FROM ALMEDA C. ADAMS. 

FORMER GRADUATE. 
i Read to the Alumni Association. 

Lincoln Normal University, 

Normal, Neb., 27, 1895. 

Friends of former days, stranger friends of the 
fellowship of those who walk in the sacred shadow 
land, where vision is not, I, a companion in your pil- 
grimage, send you greeting. 

Others at this anniversary time will turn back- 
ward the leaves of life and review with lingering ten- 
derness the chapters which comprise the history of 



ABILITIES OF THE BUND. 383 

our institution days. Others will recall with laughter 
and tears the mingled sunlight and shade of that land 
wherein as youthful seekers after truth we walked 
together. It is not in the province of this brief letter, 
therefore, to touch upon that past, yet I would not 
have you ignorant, my brethren and my sisters, how 
that I have greatly desired to come to you and am even 
now with you in spirit. I could wish most of all, how- 
ever, that this little word might bear with it some 
message of hope and courage to those members of the 
alumni who are about for the first time to try the 
uncertain ways of the world ; and first let me say 
frankly to you, dear graduates of '95, that it is no 
easy path. 

If they tell you that blindness is no serious 
obstacle in the way of success, that if only you are 
persevering and determined you can not fail, that only 
the weak or idle or selfish blind person need ever live 
on the charity of others, then tenderly and with all 
earnestness let me say that I believe they are mis- 
taken ; kindly so, perhaps, but most utterly mistaken. 
Blindness is a fetter of iron, a bond not to be broken ; 
but the chain may be transformed into a fetter by 
which to hold to your own life the real conquering 
forces of the world. 

Nevertheless, it is well to look fairly and frankly 
at the situation, not as rose colored fancy or even 
tender love, desirous to shield, may paint it, but as it 
really, truly exists. People will not believe in your 
powers easily. A person without sight should, I deem, 
possess, either in himself or by his preparation, some 
marked and real advantage over seeing teachers in 
the town or cummunity where he seeks to gain pres- 
tige to counterbalance his one great disadvantage. A 



3^4 THE ACHIEVEMENTS AND 

careful self-culture will do much toward furnishing 
this advantage. I have found in my own case that 
it was necessary to guard with ceaseless vigilance 
against peculiarities of speech and manner, to beware 
of a too dominant habit of expressing my own opin- 
ion, to seek to crush out and keep down egotism, 
which — will you forgive me, dear friends ? — is, I 
think, the bane of our lives as a class, and not strangely 
so, for seeing people do their best to make us so, con- 
sidering that all that we do is so wonderful, so "remark- 
able," so "oh, beyond all comprehension, don't you 
know," until we begin to think that we must certainly 
be the most brilliant young men and women ever 
graduated. Please remember that, being a member of 
the family, I dare speak with freedom of a fault which 
I recognize chiefly because I saw it so plainly in 
myself. To know our own weak points, know them 
thoroughly, seek to strengthen them conscientiously, is, 
it seems to me, most necessary for us. On the con- 
trary, we, more than any of that vast number seeking 
for place and a means of livelihood in these days of 
financial depression, need to respect ourselves, to know 
with absolute certainty that which we do know, mod- 
estly, gently, courteously certain, but certain beyond the 
possibility of doubt, that we can teach the things which 
we undertake to teach, or can do that life work, whatso- 
ever it be, which we choose for our own. 

A word or two about my own experience, not 
because I can fancy that you will find any interest in 
it for my sake, for perhaps I have grown a stranger 
even to those who once knew me, to expect that, 
because it is perhaps typical in its small way. First, 
nothing could have been so good for me as the study 



AHIIJTIKS OF TTIP: IU.TND. 385 

of two years in a seeing school among students, under 
seeing masters. I thank (iod every day and hour of 
my life that I ever with fear and trembling under- 
took to win that Home Journal scholarship which took 
me to Boston. Let me say here that I found the 
publishers honorable to the last degree, and nothing 
which they could do for me was withheld. It was 
through their influence that the conservatory, at first 
so utterly determined not to receive a blind student, 
was prevailed upon to permit me to enter. This past 
year proves that this prejudice, thank God, is con- 
quered, for when Miss Lillie Smith, a young lady from 
the Illinois Institution, applied for admission this year 
she was welcomed cordially and without hesitation. 

Under God I believe I owe my success in that 
enterprise to my rflother and to my beloved friend and 
second mother, our own Miss Brown, whose encour- 
agement, aid, and ceaseless wisdom of counsel did 
for me what she herself will never know. Oh, dear 
classmates, we know we never had a better, a nobler 
friend, and may heaven's answer to the prayers of her 
devoted and loyal children, descend upon her in bless- 
ing beyond measure. 

It was not without more fear and trembling than 
even my first days in Boston ever witnessed that I 
left the alma mater where God has given me so many 
loyal friends to come to this land of prairie and wind 
and pitch my tent toward the land of teacherdom. I 
expected beyond a doubt that nine-tenths of the stu- 
dents would turn up their western noses at the idea 
of learning aught from a blind teacher, and the other 
tenth would undertake with much hesitation to prove 

25 . . . . 



3^6 THE ACHIEVEMENTS AND 

whether such a thing were possible. Owing perhaps 
largely to the fact that this is a small school and that 
the friend through whose influence I received my 
appointment is beloved and trusted most thoroughly 
throughout her connection by both faculty and stu- 
dents, I have never in a single case been made to feel 
that any student doubted my ability to teach and do 
so thoroughly and well. I have been treated with 
unchanging respect, have neither been embarrassed 
by needless questioning or wounded by distrust. My 
financial success during this first year has been noth- 
ing to boast of, but I have supported myself, and that 
is something. Of course it is not what shall ever 
satisfy me. I teach voice culture, musical theory, 
sight singing, and music in public schools. I firmly 
believe that the latter would provip a most available 
pursuit for teachers without sight. 

One thing I have found, namely, that it is neces- 
sary to know exactly what is before your students. 
The point system helps in this matter, but it must, 
after all, be made a memory. Nothing is so reliable, so 
sure, or so practical as that which you carry about in 
your box. As my piano teacher expressed it, "Dat 
is best vat you have right in your central office," by 
which he meant your mind. 

I doubt not but that this letter, which I intended 
to make so brief in the beginning, will two-thirds of 
it be culled and omitted by the reader, and I do not 
blame her at all. It is twice too long. My adieu shall 
be brief at once. Dost thou look out upon thy life as 
upon a gray, desolate landscape, where no flowers 
bloom ? Hast thou no possession in the world save the 
graves where the hopes of thy youth lie buried ? Then 
take unto thyself the interests of other lives^ making 



ABILITIES OF THE BUND. 387 

them thy possession ; so shalt thou learn at length to 
thank God most for those things He hath denied thee. 

Almeda C. Adams. 
Lincoln Normal University, Normal, Neb. 



HOUSEKEEPING AND HANDIWORK FOR 
BLIND WOMEN. 

BY MRS. HENRY CAMPBELL. 

Read to the Alumni Association, Ohio State School for 
the Blind, 1900. 

Mr. President and Members of the Alumni: 

Let me tell you that it is with the greatest pleas- 
ure that I look forward to the alumni meetings, and I 
think you will agree with me when I say we have 
to pay the price asked for a good thing. So I felt 
when I sat in perplexed study for the purpose of say- 
ing something to-day that might be helpful. In my 
first enthusiasm in reading the invitation the com- 
mittee did me the honor to write me, I overlooked 
every obstacle and said I would respond; but I am 
afraid this will be but too convincing proof of how 
unequal I am to the task. There are many of us, how- 
ever chance may have placed us, who go through life 
with hardly the consciousness of having made one soul 
happy. With that in mind I accepted my present posi- 
tion and have held it for ten and one-half years. 

I will be plain with you. I do not take the posi- 
tion that we can be all' things to all men. But it is 
one thing I shall proudly say, that our women are 
as capable of superintending the management of a 
bouse by careful study as those who see. In assum- 



3^8 THE ACHIEVEMENTS AND 

ing the care of a home we cannot help but feel the 
responsibility more than those who see; but through 
promptness and a disposition to make housekeeping 
a success will be able to find ourselves entering into 
the needs, hopes, and joys of a home. It is not only 
our privilege to be housekeepers, but homekeepers. 
There are a great many obstacles, too, that may have 
to be overcome in order to make home all we wish it 
to be. 

When I look back ten years and a little more, I 
remember how ignorant I was in regard to the social 
part of housekeeping. When I had visitors I fre- 
quently forgot to ask them to be seated or to remove 
their wraps. When a girl growing up I would absent 
myself from the room when strangers were present, 
which, my dear sisters, I feel now to have been a great 
mistake, and would this afternoon be happy if I 
could teach you the lesson I have been learning all 
these years. To meet people and greet people, that 
you may have their help and encouragement. There 
are some of us who feel capable of doing their own 
cooking, and I have a friend who can make excellent 
bread, as good as I ever ate. She said she could make 
good ginger cake also, but to the sample I could not 
pay a very high compliment, as I never pay a compli- 
ment at the expense of truth. I think, nevertheless, 
one who can make good bread can make good cake 
as well. I have another friend who writes she milks, 
churns, etc. There are so many things that we can 
do to make ourselves useful at home, in the church, 
and in society. I believe encouragement along this 
line should be one of the branches taught in our 
schools. Let us have pluck. Some one has said, A 
pound of pluck is worth a ton of luck. As we study 



ABILITIES OF THE BLIND. 389 

the possibilities along this line the training we gain 
is worth all it costs. 

Let us trust God may choose some method 
through which we may overcome the burdens which 
so sorely tax us. We cannot hope to all be Helen 
Kellers, any more than all women are Frances Wil- 
lards or Susan B. Anthonys. So let us be wise and 
learn by example. 

Experience teaches us that we are often thrown 
upon our own resources, and then we think of our 
handiwork, which I feel is limited. I am not in a 
position to know the progress that has been made 
along this line. The sewing machine was introduced 
into our schools after I left. I received a letter from 
the Indianapolis school, telling of the progress made 
there in knitting, hemming, crocheting, etc., and I 
see independence coming and lifting our hands and 
saying, "This is the way." God has given us the 
ability, and let us see Him through the race as well 
as at the goal. Let us not strive to do all things 
that lie beyond us any more than to sit idly and allow 
some one to do for us what we can do for ourselves. 
In all conditions of life we find we are dependent one 
upon another. 

The night is mother of the day, 

The winter of the spring. 
And ever npon old decay, 

The greenest mosses cHng. 

Behind the clonds the starlight lurks. 
Through showers the sunbeams fall, 

For God v/ho loveth all His works 
Has left His hope with all. 



'39° THE ACHIEVEMENTS AND 



PAPER ON VOICE CULTURE AND CHORUS 
TRAINING. 

Read to the Alumni Association, June, 1895. 
BY MISS ROSINA ERNST. 

While I am convinced that the gentlemen of the 
committee on arrangements doubtless could have made 
a far better selection as to writer, I am equally con- 
vinced that they could not have made a better choice 
in the selection of subject. The reason for my first 
statement will be so well demonstrated by the time I 
am through proving the second that I shall not harass 
my audiences with lengthy apologies or explanations, 
but trusting to your charitable consideration, shall pro- 
ceed to the subject in question. 

The interest in voice culture and chorus training ' 
is rapidly growing throughout our country, and thus 
it is that the fields of labor in this direction are daily 
enlarging. The surprising fact to me is that so com- 
paratively few of our graduates who make music their 
calling give this work any great attention, and 5^et 
it is a work to which the blind are especially adapted. 
In order to teach the art of singing an acute and cor- 
rect ear is an important and requisite qualification. 
Those of us who do not possess this as a natural gift 
must of necessity acquire it; therefore, as a rule, we 
are more apt in detecting correct or incorrect tone 
than the majority of sighted persons. However, aside 
from an acute and correct ear, other qualifications 
are needful — for example, voice, love and taste for 
music, natural intelligence, a well trained judgment, 
and a thorough knowledge of the great underlying 
principles of tone production. Without these we are 



ABILITIES OF THE. BLIND. 39I 

not prepared to teach singing, either individually or 
collectively, in a truly conscientious manner. It is 
not necessary that the teacher possess an exceptional 
voice, but that he should be able to present the true 
principles in a strong and tangible manner, giving his 
pupil a reason for every step taken, encouraging him 
to think for himself, and ever inspiring him with love 
for an art so deep that he will pursue it with untiring 
patience, immense determination, and unflagging ap- 
plication. 

"It is not enough to know the rules of an art, but 
he who would master them must make them his own." 
In the accomplishment of this we may mention three 
periods, first, the mechanical, second, the mental, and, 
third, the spiritual or emotional period. In the first 
lies the greater part of the drudgery, that of acquir- 
ing the principles. In the second we become conscious 
of applying these principles, and in the third the prin- 
ciples have become our own, and we express our 
inmost feelings spontaneously. "Verdi, in speaking 
before the congress in Naples on the decay in musical 
art, maintained that the necessity was imperative for 
the return to old systems of the development in sing- 
ing." This return is rapidly taking place. More seri- 
ous attention is now being given to tone building, 
which is the foundation of voice culture, and this 
revives the long sadly neglected art of respiration and 
legato singing. "He who learns to control his breath 
and to pronounce well can sing." The great fathers 
of the art of singing, Paccharotti, Marchesi, were all 
of the opinion "that apart from natural gifts a thor- 
ough study of respiration and pronunciation was neces- 
sary to insure success in the art." 

The famous Lamperti emphasizes the fact that the 



392 THE ACHIEVEMENTS AND 

natural method of breathing is abdominal, and that an 
equilibrium must be established between the actions 
of the inspiratory and expiratory muscles. This he 
terms the vocal struggle ; on the retention of this equi- 
librium depends the just emission of the voice. He 
furthermore states that "the voice emitted should be 
less in force of breath which supports it" ; in other 
words, he warns us against the common and danger- 
ous error of forcing. The apparatus of the voice 
proper, the throat, should remain in a perfectly loose 
and unconscious state. The current of air directed 
slowly and steadily by the diaphragm is in the larynx 
wholly converted into sounds and should gain its reso- 
nance not in the throat but in the mouth, the chief 
resonating chamber. Here it should be so well placed 
that it impinges on the entire palate, vibrating toward 
the back of the head, thus resulting in a pure, free, 
mellow, carrying tone. In legato singing there should 
be no suspension of the breath between the tones, but 
they should be well sustained and almost impercep- 
tibly blended. It has been said that "he who does not 
sing legato does not sing at all." As for pronuncia- 
tion, the faulty emission of tone detracts largely from 
its purity and elegance. The vowels should be pure 
and well emphasized and the consonants clearly enun- 
ciated. 

Mr. Otto Engwerson, a successful and well 
known teacher of this city, has this to say relative to 
the foregoing principles of tone production : "Such 
use of the voice never fatigues, never causes huskiness, 
and allows that complete control and manipulation of 
the organ that is a delight to the hearer, that spinning 
of the note to an impalpable thread that is yet audible 
in the farthest corner of the largest hall, that lyric 



ABILITIES OF THE BLIND. 393 

sweetness that is characteristic of Italian singing." 
Thus we see that the fundamental idea of the Lam- 
perti or Old Italian method is not alone the develop- 
ment but the preservation of the voice. While I am 
not in a position to assert positively that this is the 
only method, still I am strongly inclined to think 
that it is. 

The true principles underlying the art of voice 
culture should be instilled into the mind at an early 
age. While the training of children's voices collec- 
tively in our schools is a very commendable idea, much 
harm results from the present system, where at every 
step the teacher cries out, "Sing louder." This results 
in forcing the tone, which with added years becomes 
a settled habit, so detrimental that it is the ruination 
of many beautiful voices. How essential, then, that 
the teachers selected for chorus training among chil- 
dren should be well equipped with the knowledge of 
the art and imbued with a keen appreciation of their 
responsibility. Aside from requiring children to force 
their voices, another grievous mistake is an easy and 
limited range. 

The decadence of good singing is due not only 
to incompetent teachers, but also to indifferent com- 
posers, who too often neglect acquiring a practical 
knowledge of the capabilities of the instrument. They 
write music that the average human voice can not 
compass. The great aim should be not so much for 
wide extension, but rather for the preservation and 
strengthening of the medium, which is the singing 
part of the voice. At the present day the striving for 
extreme high and low tones can not be too severely 
criticized. 

It is very important that our young people should 



394 THE ACHIEVEMENTS AND 

receive careful instruction in respiration, solfeggio, 
correct intonation, scales, pure enunciation, time, 
sight reading, phrasing, and expression. Such prepa- 
ration will insure for the future better voices in 
larger numbers and lay the foundation for work of 
greater excellence, approaching more nearly the artis- 
tic ideal. 

The principles which should govern the teachers 
of choruses of young voices are equally applicable to 
directors of choruses of matured voices. As I have 
devoted a large part of this paper to the discussion of 
individual voice culture, a lengthy elucidation of the 
subject of chorus training will be unnecessary, as the 
fundamental principles of both are the same. The ele- 
ments of finished chorus work are so admirably enu- 
merated by our versatile writer, John S. Van Cleve, 
in his criticism of our late May Festival that I cannot 
refrain from quoting them here: "First, as to its vol- 
ume of tone ; second, as to its quality ; third, as to bal- 
ance of parts ; fourth, as to the purity of intonation ; 
fifth, as to all matters of rhythm and time, such as 
attacks, accents, and the like ; sixth, as to phrasing, 
that is, the judicious divisions and separations of the 
tonal flow into punctuated sections, that the composer's 
ideas may stand out ; seventh, as to shading, that is, 
the emotfonal question of intensity ; eighth, as to enun- 
ciation of the verbal text, a matter of paramount 
importance scarcely ever brought out to a reasonable 
perfection by a choral body." 

I have already stated that the blind are especially 
adapted to the work of voice culture and chorus train- 
ing, because of their generally acute and correct ear. 
The whole subject of voice culture is at best a diffi- 
cult one to teach, for the muscles, the mechanism of 



ABILITIES OF THE BUND. 39$ 

the voice are for the most part invisible, and a thor- 
ough knowledge of their use can be acquired by the 
pupil only by constant introspection. One great argu- 
ment in favor of this as an occupation for the blind 
is that they are at so slight a disadvantage, and fur- 
thermore that this can be so easily overcome. 

This disadvantage lies in their inability to judge of 
facial expression, and yet after the mechanical period, 
that of acquiring the principles and applying them, 
and the third period, v^hen we have made the prin- 
ciples our own and can express our inmost feelings 
spontaneously, then it is that his facial expression, so 
important to the production of tone, becomes almost 
second nature. 

The disadvantage of the director of a chorus lies 
in indicating the bars in which mistakes are made and 
hence in designating those portions which must of 
necessity be repeated. A good director must have all 
of the qualifications of a teacher of voice culture. He 
must have executive ability, must be a good disciplin- 
arian, have discrimination and sound judgment, and 
in addition he must have a large repertoire of sacred, 
popular, and classical music from which to draw. 

In conclusion, I would say that singing, the 
expression of thought in rhythmic words, is a form 
of oratory. Oratory and singing are co-ordinately 
related and interdependent, for the orator possesses 
much that is required of the singer, and one who can 
sing is on the dream border of oratory. So the words 
of the late Professor Shoemaker, of Philadelphia, rela- 
tive to oratory, can be quoted here as embodying the 
nucleus of voice culture and its product, song: "The 
orator, next to God himself, needs to possess the 
world, and to possess the world he must first possess 



39^ THE ACHIEVEMENTS AND 

himself, his hand, his foot, his eye, his breath, his body, 
his mind, his soul; then art shall have linked itself 
with Divinity." 



THE IBERIA HOME. 

BY WILLIAM NOONAN, OF 1895. 

Ten years ago at the reunion here the question 
of establishing a Working Home for the Blind was 
discussed at considerable length. Finally it was 
decided to bring the matter before the Legislature. In 
the sixty-seventh general assembly of the Ohio Legis- 
lature, through the efforts of J. Dwight Palmer, a 
bill was passed, establishing the working home. 

The lands, buildings, etc., were donated by the 
Elliot Stock Company, of Morrow county, being duly 
incorporated with the Secretary of State. The com- 
pany deeded the state of Ohio all its rights in the 
lands and buildings now held by the Working Home 
for the Blind. It is located in the suburbs of Iberia 
village, one mile from what is known as the Big Four 
Railroad and about fifty miles northeast of Columbus. 

The object of founding an institution of this kind 
was to give employment to blind men of the state 
who had learned the trade of broom making at Colum- 
bus, and especially for those who were willing to work 
but were not able financially to start in business alone. 

The place is conducted by a board of trustees, 
superintendent, and foreman. The number of inmates 
at any time has not exceeded thirty-five, and their 
attention has been entirely devoted to broom making. 
When working full time "the number of brooms turned 
out daily was about forty dozens, which would make 
eighty-five cents per day for each man, out of which 



AinLlTlKS OF TUE Br.lND. 397 

lie paid $2.50 a week for board. The quality of the 
work turned out proves beyond question that blind 
workmen can compete with the seeing. The variety 
and workmanship compares very favorably, and in 
many cases surpasses the products of other factories. 

From the beginning there was not room enough 
to accommodate a great number. Therefore the bene- 
fits of the home could be extended only to a small 
per cent, of those who were entitled to admission. If 
there had been room enough so that other trades aside 
from broom making could have been introduced, there 
is no doubt the place would have been much more 
successful. If blind persons have the opportunity, there 
are many trades that are practical for them. This has 
been demonstrated beyond a doubt. The home was 
founded purely on an experimental basis. It was the 
first enterprise of its kind established in the state; 
hence it is not surprising that it has met with opposi- 
tion on all sides. It is a well known fact that any new 
enterprise, especially when out of the ordinary, meets 
with unpopularity for a time at least. The Iberia home 
has been no exception to the general rule. Extensive 
broom manufacturers throughout the country from 
the beginning have been antagonistic and in many 
cases have used their influence to the detriment of the 
home. Like other institutions, the Working Home has 
sufifered more or less from political controversies. 

The cost of running the institution has been 
entirely too great. First, the superintendent should 
have had a practical knowledge of broom making, so 
as to be able to manage the whole concern without the 
aid of a foreman. This item alone would have 
greatly reduced expenses. Again, the manner of dis- 
posing of the brooms, through a traveling salesman, 



39^ THE ACHIEVEMENTS AND 

has been an expensive one. The cost of selling gen- 
erally exceeded forty-five per cent of the selling price. 
No business, either private or public, could long with- 
stand such a drain on its resources. 

Expenses reduced no doubt would have warranted 
greater financial results. The trustees could have 
secured the- services of a man who would dispose of 
the products of the institution for seven per cent, of 
the selling price. But of course this would do away 
with a political place that was to be filled. The pres- 
ent condition of the home is gloomy, although last 
year a good showing was made financially. At the 
close of the fiscal year there was on hand nearly 
$3,000.00 to the credit of the institution, notwithstand- 
ing the unusual expenses occasioned by the fire. 

The 20th of October last, everything on the 
grounds that could burn was destroyed by fire. The 
broom plant was rebuilt as soon as possible, but it still 
remains unoccupied, owing to the lack of capital with 
which to begin business. The dwellings are only tem- 
porary, and nothing remains for the inmates but to 
patiently await the action of the legislature. We hope 
Ohio will follow the example of other states in aiding 
those most needy, finishing the work she has begun by 
generously responding to this additional tax upon her 
benevolence. 



Mr. White thinks nothing more detrimental to our 
success than a feeling of uncertainty. The Home 
meets a much felt want in giving a blind man a place 
to plant himself in business. We hope a resolution 
may be passed asking the legislature to rebuild the 
Home. 



ABILITIES OF THE BLIND. 399 

Mr. Deweese said Pennsylvania has a home for the 
blind, a model institution of this kind, not self-sustain- 
ing, but which is accomplishing a vast amount of benefit 
to that state. It remains with our people to encourage 
this Home by lending such financial aid as will permit 
it to be re-established on a firm financial basis. 

Mr. Fellers says the price of Iberia Home brooms 
hurts the sale of brooms of private manufacturers. 

Mr. Deweese : The Ohio penitentiary does under- 
mine private sales, but a small institution like the Ibe- 
ria Home could not possibly do so. Until Ohio cor- 
rects her system of broom trade at the Ohio peniten- 
tiary, we do not feel that the Home is hurting the 
business by selling below cost to the state. 

Mr. Hosler: The establishment of the Home 
would be one of the grandest works that could be 
accomplished. 

Mr. Deweese said he felt that if constituents would 
inform their respective senators and representatives of 
the necessities of the case, that there would be an over- 
whelming vote at the next legislature to rebuild the 
Home. 

Mr. Bartholomew : The independence of the 
individual enterprise is interfered with by the Iberia 
Home ; he thinks blind people ought not to seek either 
in broom making or piano tuning, for charity's sake. 

Mr. Hosier says the confidence of the public must 
be gained before patronage can be secured, and odds 
are against private enterprises. 



39^ f HE ACHIEVEMENTS AND 

has been an expensive one. The cost of selling gen- 
erally exceeded forty-five per cent of the selling price. 
No business, either private or public, could long with- 
stand such a drain on its resources. 

Expenses reduced no doubt would have warranted 
greater financial results. The trustees could have 
secured the services of a man who would dispose of 
the products of the institution for seven per cent, of 
the selling price. But of course this would do away 
with a political place that was to be filled. The pres- 
ent condition of the home is gloomy, although last 
year a good showing was made financially. At the 
close of the fiscal year there was on hand nearly 
$3,000.00 to the credit of the institution, notwithstand- 
ing the unusual expenses occasioned by the fire. 

The 20th of October last, everything on the 
grounds that could burn was destroyed by fire. The 
broom plant was rebuilt as soon as possible, but it still 
remains unoccupied, owing to the lack of capital with 
which to begin business. The dwellings are only tem- 
porary, and nothing remains for the inmates but to 
patiently await the action of the legislature. We hope 
Ohio will follow the example of other states in aiding 
those most needy, finishing the work she has begun by 
generously responding to this additional tax upon her 
benevolence. 



Mr. White thinks nothing more detrimental to our 
success than a feeling of uncertainty. The Home 
meets a much felt want in giving a blind man a place 
to plant himself in business. We hope a resolution 
may be passed asking the legislature to rebuild the 
Home. 



ABILITIES OF THE BLIND. 399 

Mr. Deweese said Pennsylvania has a home for the 
blind, a model institution of this kind, not self-sustain- 
ing, but which is accomplishing a vast amount of benefit 
to that state. It remains with our people to encourage 
this Home by lending such financial aid as will permit 
it to be re-established on a firm financial basis. 

Mr. Fellers says the price of Iberia Home brooms 
hurts the sale of brooms of private manufacturers. 

Mr. Deweese : The Ohio penitentiary does under- 
mine private sales, but a small institution like the Ibe- 
ria Home could not possibly do so. Until Ohio cor- 
rects her system of broom trade at the Ohio peniten- 
tiary, we do not feel that the Home is hurting the 
business by selling below cost to the state. 

Mr. Hosler: The establishment of the Home 
would be one of the grandest works that could be 
accomplished. 

Mr. Deweese said he felt that if constituents would 
inform their respective senators and representatives of 
the necessities of the case, that there would be an over- 
whelming vote at the next legislature to rebuild the 
Home. 

Mr. Bartholomew : The independence of the 
individual enterprise is interfered with by the Iberia 
Home ; he thinks blind people ought not to seek either 
in broom making or piano tuning, for charity's sake, 

Mr. Hosier says the confidence of the public must 
be gained before patronage can be secured, and odds 
are against private enterprises. 



4^0 THE ACHIEVEMENTS AND 

PRESIDENT FOSTER'S ADDRESS OF 1900. 

Ladies and Gentlemen: 

"Out of the abundance of the heart the mouth 
speaketh," and I want to express to you my deepest 
appreciation and unmeasured thanks for the distin- 
guished honor you have conferred upon me. I consider 
it a great distinction to have been called upon to pre- 
side over the deliberations of this honored association. 

I want to congratulate most heartily the members 
of the Alumni, Board of Trustees, officers and teachers, 
and the committee on programme, not only upon what 
has been done, but upon what is going to be done, for I 
believe this reunion gives promise of being the most 
successful one that has ever been held in the history of 
our Alumni Association. 

This is as it should be. The reunion of nineteen 
hundred should be just as far superior to the reunion 
of eighteen hundred and sixty as there has been prog- 
ress in all the departments of knowledge during this 
period of time. 

I feel sure, after the results of this meeting have 
passed into history the good derived will be lasting and 
will sink deeper into the minds and hearts of the mem- 
bers of this organization than any words of mine. 

In reviewing briefly the history of this association, 
covering as it does a period of forty years, six reunions 
have been held : i860, '74, '85, '90 and '95. This, as 
you all know, constitutes the seventh. In 1874 it 
was decided that the reunions should be held every 
five years, beginning in 1880. At these meetings many 
interesting and instructive papers have been read upon 
a variety of topics. Many brilliant and animated dis- 
cussions have taken place upon questions of paramount 




James Foster, 
President of Alumni. Elected, June, 1900. 



ABILITIES OF THE BLIND. 4OI 

importance to our people. Many committees have been 
appointed for this and that object. 

Now, for what purpose has all this mental energy, 
time and money been expended ? There is but one an- 
swer, namely, to so blend and harmonize the differences 
existing between the seeing and the sightless that it will 
be difficult to tell where one begins and the other ends. 

The aim, work and duty of the members of our 
association must be along this line. We should have 
a more effective organization. We should be more 
thoroughly united and at all times we should combine 
our efforts unselfishly to promote the best interests of 
our people. Bring to these reunions your best culture, 
energy, tact, talent, courage and a noble purpose, and 
we shall be able to make our Alumni Association a 
great power for good. What to-day is merely a fond 
dream in the hearts of a few may be secured as a per- 
manent result to the many, and future reunions shall 
gather a harvest so rich and abundant as to prove a 
blessing to all our people. 

Now, in conclusion, my friends, I want to thank 
you again for the honor and ask your indulgence and 
undivided support as your presiding officer. You all 
know that I am not a trained parliamentarian, and if I 
should make mistakes, and doubtless I shall, I pray you 
to remember that they are mistakes of the head and not 
of the heart. In all my rulings I shall endeavor, as far 
as possible, to decide all questions with malice towards 
none and justice for all. 

My friends, in all that we do let us bear in mind 
the thought of Horace Mann, who has said : "Bene- 
ficence is God-like, and he who does the most good for 
his fellow-men is the master of masters, and has 
learned the art of arts." 

26 



402 THE ACHIEVEMENTS AND 

Miss Ernst calls attention to a point-print journal, 
the Milwaukee Weekly Reviezv, published at 334 Thir- 
ty-sixth street, Milwaukee, Wis., by Mr. Gokel. She 
also wishes the matter of taking line print out of use 
before the Association. 

Mr. Van Cleve moved that a committee of three be 
appointed to discuss the matter and bring their opinions 
before the convention. Carried. 

Committee: Miss Ernst, Miss Silvus and Mr. 
DeWeese. 

Reassembled promptly at 2 p. m. 

Dr. Alfred Robinson, President of Board of Trus- 
tees, on behalf of the Board, and Supt. R. W. Wallace, 
on behalf of the Institution, delivered addresses of wel- 
come. 



ADDRESS OF WELCOME. 

BY DR. ROBINSON, PRESIDENT OF THE BOARD OF TRUS- 
TEES, 1900. 

The very pleasant duty of acting on behalf of my 
associates on the Board of Trustees of this Institution 
in tendering to you on their behalf a hearty welcome 
to our midst has devolved upon me, and I assure you 
I appreciate the honor. We are as glad as you to be 
greeted. No doubt you are delighted to be here to- 
day. There are persons, I presume, that walk out 
of the doors of the schools of tlieir youth and never 
desire to return. There are some plants that have 
hardly any roots ; you may tear them from their native 
nook of rock or wall and just lay them over your orna- 
mental flower pot and they blossom none the worse. 
Bvit they are scarce, as are the persons. 



ABILITIES OF THE BLIND. 403 

There may be schools, also, whose faculty forget 
the brood they launch upon the sea of life. But I 
judge they are scarce. I know that this Institution 
can plead not guilty. We enjoy your coming, and I 
am sure you are glad to come. Images of the past 
sweep before you with almost the vividness of actu- 
ality. Memories that lie too deep for tears are awak- 
ened as you think of days gone by. It is almost liter- 
ally returning to your old home, as I judge you were 
all or nearly all once students under this roof. 

We hope you like the weather we have ordered 
especially for your benefit. The poet says there is 
nothing so rare as a day in June, and this is one of 
the rarest we could get. It is a day that pulses with 
life atid health, and our meeting begins under the most 
favorable auspices. 

This is one of two occasions. This is either the 
last alumni meeting of the dying nineteenth century 
or the first one of the twentieth century. You can 
pay your money and take your choice. I am not 
going to try to decide the question. Life is too short, 
and besides I do not think a discussion of this kind 
pertinent at this time. But I want to say this, if it 
is the last alumni reunion of the nineteenth century 
we owe it to the memory of the glorious deeds of 
the last one hundred years that we make it a "Cracker- 
jack" with a big C. 

We especially want to do this for the excellent 
reason that the history of beneficent effort like this 
we are engaged in has its brightest pages illumined 
by the acts of those years. Contrast this institution 
to-day, with its 340 students and a well equipped corps 
of teachers, with what you had thirty years ago, or 
even fifteen years ago, and you see the marked change. 



404 THE ACHIEVEMENTS AND 

If we decide, though, that this is the first meet- 
ing of the twentieth century we insist that the infant 
of to-day must exceed the full grown man of yester- 
day, and the more reason exists for making it a red- 
letter, beginning. So, friends, make up your minds 
to rub out all past records, and let us make this the 
grandest, most impressive affair that has transpired 
within the walls of this useful institution. Turn on 
a full head of steam, hang the monkey-wrench on the 
safety-valve, and on to Manila. 

Don't be bashful. If you fail to see what you 
want, ask for it, and our genial financial officer, Mr. 
Bell, who has been here all through the nineteenth cen- 
tury, and who, we hope, will stay here clear through 
the twentieth, will see that you get it. You will notice 
by the program that we are running a double header, 
as the railroad people say, on this welcome business. I 
belong to the pioneer corps. It is my duty to go ahead 
and blaze the way and touch the high places. I am 
a sort of Baptist forerunner. There is to come after 
me whose shoes I am not worthy to unloose. I am 
to welcome you first, and Dr. Wallace, he of the silver 
tongue, will follow me, and add all the welcome I 
forget. 

This alone shows this to be an extraordinary 
reunion. Excuses nowadays have to have three rings 
to be in the push, and an up-to-date alumni meeting 
needs two welcome addresses. The old men of the 
Jewish captivity wept with a loud voice when they 
saw the foundation of the new temple, because its 
gldry, in their eyes, in comparison with that builded 
by Solomon, was as nothing. But the prophet assured 
them that the desire of all nations should come, and 



ABILITIES OF THE BLIND. 405 

that the glory of the latter house should be greater 
than the former. 

So say we. We want no weeping over the lost 
glory of past alumni meetings. The latter house is 
here, and we want to welcome you to it as you were 
never welcomed before. Walk on the grass, make 
yourselves thoroughly at home, be just as happy as 
possible, for after all life is measured best by happi- 
ness given and bestowed. We are sure to have a great 
time listening to the reading of papers full of wisdom 
with which this programme teems, and participating 
in the discussions following the reading cannot but 
prove profitable and interesting. 

I see the ladies have been well taken care of in 
the assignment of subjects. I am glad of this. I am 
a woman's rights man. This reunion, devoid of your 
presence, ladies, would be a dry aifair. In fact it 
would be a poor old world, were it not for your gra- 
cious influence. Woman is a success any place you 
put her except throwing rocks at a cow. As a sister 
she's a solace ; as somebody else's sister she's a thing 
of beauty and a joy forever. As a mother she is the 
influence that molds us in childhood for good or ill. 
The hand that rocks the cradle rules the world. 

As a wife she is the whole thing and sews on 
your buttons and makes the fires when she wants to. 
Still I believe in reciprocity. I told my wife last year, 
after we put in the natural gas, that I was now willing 
to take my turn at making the fires. As I said before, 
I am glad ladies have been liberally provided for in 
the make-up of the program, and I am not surprised 
at this either. You will understand it, also, when I 
remind you that that courtly and polished gentleman. 
Prof. Frank Lumb, is chairman of the programme 



406 THE ACHIEVEMENTS AND 

committee. He is perfectly willing and anxious to 
thrust honors upon you, ladies, in the mass, but when 
it comes to manifesting a decided personal preference 
for one of your number he is as shy as the bachelor 
member of your board, Mr. Flumerfelt. They make 
a good pair and ought to be yoked up together, with 
Mr. Flumerfelt on the off side. I am sorry I was 
not consulted in the arrangement of this program. 
I would have had Miss Rosina Ernst or Miss Gray 
or Beaton slated for a paper with the following title, 
"Ought Bachelors to be Allowed to Act as Trustees 
or Teachers of Public Institutions?" Of course this 
sort of catches Mr. Foster, but there's hope for him. 
The other two are past recovery. I hope the fair por- 
tion of my audience will take free part in the discus- 
sion, and if you can get in a few back handed licks 
at these two unregenerate reprobates you have my 
permission as President of the Board to do your 
worst. 

But to return to the consideration of the papers. 
They cannot help but be good. Then we are to have 
a grand concert, the whole to wind up in a blaze of 
glory with a gorgeous banquet. We are sure to be 
filled both physically and mentally. In the enjoyment 
of these varied writings we will be profoundly 
impressed by their constant, ceaseless exhibition of 
mental prowess and everywhere confronted with eager 
and incomparable intellects. It will be a serious ques- 
tion whether we can comfortably stand the pressure. 
We may need the services of our old friend, the 
immortal J. N., to lift the veil. The whole will form 
a No. I communication from the select few to the 
receptive many. What is there, I may ask, in the air 
of Ohio to breed such solid intellects as will be mani- 



Abilities of the blind, 407 

(est here? We extend our heartfelt welcome to you, 
then, tinged with a spirit of pride, laudable in its 
nature. 

This Institution, your alma mater, greets you 
gladly, believing firmly that your presence sheds luster 
upon her. I do not hesitate to say that this meeting 
has been as much if not more heralded than any other 
previous feature of the Institution. It ' is the first 
meeting of this Institution that has been honored by 
my presence on its august Board of Trustees. For 
me it is an unexplored country. 

I am glad you are here. I believe I have had 
occasion to tell you that three or four times already, 
but I will repeat it once more. Good things bear repe- 
tition. That's why we are repeating this reunion every 
five years — because we have tried it before, know it 
is a good thing, and want to push it along already. 
I will now have an opportunity to verify the truth of 
the boastful stories told me of the success of past 
meetings. I only wish I were like the girl in the fairy 
tale who could not speak without dropping pearls 
and diamonds. But, believe me, my speech, though 
rough, is sincere, and standing here as first welcomer 
I want to tell you that the folks are mighty glad to see 
you. If you don't have a good time it's your own 
fault. There's plenty cooked, we just churned this 
morning, and you want to line right up to the pie 
counter and ask for what you want. If you need 
money, see Mr. Bell. He runs a bank here that never 
breaks nor pays. 

The idea behind these reunions is a noble one. 
We not only welcome you for yourselves alone, but 
for what you bring us from the great storehouses of 
every-day experience. I am especially anxious to hear 



4oS THE Achievements AND 

what you have to tell us along the line of industrial 
education. It is needless to eulogize the work this 
institution is already doing. It was a revelation to me. 
When I first came on this board I knew practically 
nothing about this institution. The word "asylum" 
has been the misnomer to me that it is yet to many 
people. The public knows too little about the real 
scope of the' work intended to be accomplished here. 
The more they know about our aims the better they 
are pleased, and they should be kept enlightened. 

The mission of this school is a grand one, and the 
heart of every true lover of his race is lifted up as he 
dwells upon the good resulting therefrom. "Am I 
my brother's keeper?" is being answered by an affir- 
mative that affirms. We all love the glorious theme 
of the Fatherhood of God and the brotherhood of 
man; and it is being worked out all along the line of 
beneficent efifort leading up to the perfect day of per- 
fect service for the gracious Master. "As ye have 
done it unto one of the least of these my children, ye 
have done it unto me." We want to feel to the full 
all the meaning there is in these words of the Mas- 
ter ; for if in doing our duty by these children we can 
catch the ennobling inspiration that we are doing the 
work of the Master, life is broadened in all its out- 
looks. 

Yet our work here is a grand one. Yet none of 
that grandeur need be lost by making it more prac- 
tical. All can not be music teachers; all can not be 
literary teachers. Why not, then, train the hand along 
with the mind, for we all must live, and skill in some 
handicraft helps to keep the wolf from the door. I 
want my child to know how to get through this world 
as well as to know Latin. I heard one of our young 



Abilities of the blind. 409 

men here demonstrate a geometrical problem before 
an intelligent audience last winter, composed largely 
of our lawmakers. He did it better, probably, than 
any one of his audience could ; but I would enjoy 
nuich more seeing demonstrated publicly some handi- 
craft acquired, showing the doer could do something 
or make something that required skill, the product 
being something that the world uses and needs. 

I hope that this meeting will have something new 
to offer. Outside of piano tuning, broommaking, and 
beadwork, we have nothing to give instruction in. 
"What Additional Trades Can be Taught in Schools 
for the Blind?" I am anxious to hear that paper. 
I want to say to its author that I am with him. In 
the sweat of thy face shalt thou eat bread, says Holy 
Writ ; and yet the child deprived of its most useful 
sense knocks at the door of this Institution, asking 
for bread and we give it a stone. The child says. 
Feed my mind and also equip me that I may be able 
to feed my body. He says, I want to go out from here 
fitted to take up some avocation, that I may earn an 
honest living. 

Critics are not wanting who find fault with the 
conduct of public institutions along these lines. Let 
me say to you I believe the burden of their complaint 
has a measure of justice in it that we cannot afford 
to ignore. I believe in the practical side of things. 
The first thing to do is to catch your hare. The par- 
ticular mode of cooking can follow afterward. And 
I would not minimize the importance of a well culti- 
vated mind. My opinion is the bitter sting of pov- 
erty can be soothed by the philosophy of learning. 
Let us keep our literary standard, but add to it the 



410 t'Hfi Achievements AnD 

benefit of manual training, and thus provide a meariS 
of earning an honest Hving also. 

Have I failed to say the thing I ought or said 
what had better been left unsaid? If I have, the error 
is of the head and not of the heart. Dr. Wallace will 
no doubt atone for my deficiencies when he arises to 
address you in his classic style. Should we both for- 
get anything vital to a complete welcome, we can be 
seen privately after the ball is over and stand ready 
to make proper amends therefor. Some one said once 
that language was invented to conceal our thoughts. 
But to-day we are trying by feeble words to lay our 
hearts bare and show you the depth of our delight at 
your presence among us. We want to be honest with 
you. 

We are proud of this institution. We think there 
is no other like it in all this broad land. Let us say 
to you that we do not consider it perfect. Perhaps we 
would not admit this to the world at large. But we 
do admit it to you, and for what reason? For the 
all-sufficient reason that you are able to contribute, 
as I have already indicated before, by giving us 
through the discussion that will follow the papers read 
your ideas culled in the school of experience. If you 
fail to do this, the sin will be on your own heads. 
How to train these children so as to get the best 
results really is the live issue. I want them to go 
out from here helped to the degree of being able to 
take care of themselves. They are not born with 
silver spoons in their mouths. Many of them take 
their leave regretfully, having no fixed abode to go 
to. They are handicapped by their loss of one of the 
most necessary senses. Surely it seems as though we 
want to thoroughly equip them to take part in life's 



ABILITIES OF THE BLIND. 4tt 

struggle. I believe when I deal with this question I 
am pleading a noble cause. Shakespeare says, "Thrice 
armed is he who has his quarrel just." If in my out- 
cry against this apparent wrong I have nothing deci- 
sive to suggest, I have at least a clarion note for your 
incitement, and thus my mission is that of a reformer. 
The day that brings this reform in this institution is 
a day that should be marked with a white stone. 



ADDRESS OF WELCOME. 

Delivered to the Ohio State School for the Blind. 
BY REV. R. W. WALLACE, SUPT. 

Mr. Chairman, Ladies and Gentlemen, Fellow-citizens 

and Students: 

I come before you in response to a call made by 
your distinguished committee and with due apprecia- 
tion of the honor conferred I give you greeting. To 
address a body of men and women, graduates and 
ex-students from the grandest Institution for the edu- 
cation of the sightless, it stands an honor to the 
State of Ohio. It is with pride that I can say some 
of the most distinguished men and women of the 
world have gone out from this school and because of 
the careful training received, added to the natural 
gifts and talents, have achieved greatness. 

Upon an occasion of this kind words are but 
feeble to express the deep feelings of my heart. It is 
one of the greatest honors of a lifetime. I am here, 
ladies and gentlemen, to extend to you the open hand 
of welcome. The Institution is yours ; the doors are 
all open ; every pleasure or comfort which you may be 



41^ THE ACHIEVEMENTS AND 

able to extract from its capacious resources you are 
welcome to. In saying this I am voicing the senti- 
ments of all our officers and the faculty of the Institu- 
tion? I would to God that we had more conveniences, 
greater comforts to lay at your feet. The Institution 
is yours, and as a most valuable compensation for our 
hospitality all the knowledge, the breadth of your 
larger experience shall be ours. We give you wel- 
come ; we are your servants. Had we the gift of God, 
we would give sight to every darkened eye and fill 
you with all the blessings of a beautiful world. 

It is with a sense of gratification that I am able 
to say the advance in both musical and literary attain- 
ment in proportion to the population of the blind com- 
petes if not exceeds the seeing class. Your minds 
seem to grasp the deepest and most difficult problems 
of life, and with your eyes closed to the outer world 
you see farther into the hidden mysteries, and many 
things not discernable to the seeing class are yours. 
Men and women of sterling worth of character and 
trained faculties have gone out from this institution 
to grapple with the bread and butter question, with 
never a penny to help them, who have not only 
achieved honors, but have gained homes and the com- 
forts of life that come not to any for the asking. 

Some are in the profession of law ; others are 
in the ministry ; some are prominent in state and 
national affairs, and large is the number who are 
prominent as educators in our schools of learning. 
The unseeing are just like other people. An indolent 
boy who is deprived of sight will never make a suc- 
cess of anything, nor wjll his seeing brother. The rule 
applies to each alike. "Stick-to-it-iveness" and pluck 



ABILITIES OF THE BLIND. 4I3 

arc the only elements that go to make up real manhood 
and womanhood of whatever name or condition. 

This Institution to-day should have four tim^s its 
present capacity. We have in this state to-day 1,500 
blind persons who are of school age, while we have 
about 351 enrolled. Who is to blame for this neglect? 
We are none of us guiltless. I would to God I might 
sound the trumpet call in every ear and urge them to 
the necessity of a cultured mind and trained hands. 

There is no excuse for ignorance in this enlight- 
ened age. We have opportunities ; all we need is the 
will power, for wherever there is a will there is a way. 
The thing most to be regretted in our institution is 
that we have so few industries. All cannot be great 
scholars, but all may be taught to do things that go 
to make life less lonely and useless. There are few 
who may not learn to do something whereby they may 
help, at least, to earn a livelihood. We think we have 
an excellent corps of teachers and are willing to com- 
pare this school with any among the seeing of the same 
grade in the state. 

We are assembled here for an interchange of 
ideas. I trust and feel sure that it may be for our 
mutual benefit. Let us shake hands in the good, old- 
fashioned way, the hand clasp that shall be full of 
the warmth of human sympathy and kindness, the 
hand clasp of fellowship that shall impart a new inspi- 
ration and courage for the hard places of life's path- 
way. There is a hand clasp that sends a chill to our 
very souls and makes us wonder if the person who 
inflicts the ceremony upon us be not bloodless and of 
the brotherhood of ghosts, instead of the living, throb- 
bing fraternity of mortals. Put your souls into your 
greeting and it will bring its own reward. I trust 



414 THE ACHIEVEMENTS AND 

that your stay with us as our honored guests may be 
fraught with the best good to all and the remembrance 
of it may be sweet to you all. 

Again, ladies and gentlemen, let me bid you wel- 
come, a thousand times welcome. 



Mr. Bodle read an original poem, entitled "Ed- 
dington," which was highly appreciated by the alumni. 

EDDINGTON. 

Like drops of water which a cloud 
Has poured in sparkling showers of rain 
Into their fountain head again — 
So, after many years, do we 
Return, O Eddington, to thee. 

As some lone wanderer hears afar 

The thunder of the harbor bar, ~" 

And stoutly bends the creaking oar 

To gain his childhood's home once more — 

So nurse and alma mater, we 

Have heard thy voice and haste to thee. 

Thy hall-ways echo to our tread, 

The old-time scenes around us spread. 

Old friendships, dormant in the heart. 

Now into fullest blossom start; 

While countless hopes and dreams of yore 

From memory's mystic caskets pour. 

We come from north and south to-day; 
From east and west we wend our way. 
Our hearts, with gladness running o'er, 
We clasp the hands we held of yore. 
But still our band is not complete. 
And there is bitter with the sweet. 



AHILITIES OF THE BLIND. 415 

For some there were whose lives begun 

In an entrancing unison, 

And grew and gathered gloriously 

Like some tremendous symphony, 

But failed and died 'mid cadence strong, 

Like Mendelssohn's unfinished song. 

And some there were whose weary days 

Were spent in treading thorny ways; 

Days by the world's discordant din — ' 

Darkness without and gloom within — 

With many a sob and heart-wrung prayc 

They struggled on they knew not where. 

Disconsolate, but not alone; 
For one there is, who knows his own. 
God's finger touched them in their night; 
God's voice rang out, "Let there be light' , 
God's hand removed the anointing clay; 
God's smile revealed the perfect day. 

And these are gone, the good and pure, 

Too fair, too fragile to endure ; 

Like lily blooms of Paradise, 

Or Astral blossoms from the skies. 

And still the place is far more dear 

Because we know they once were here. 

Oh, well beloved and honored place. 

Our love for thee shall naught erase. 

And if when ends life's troubled span 

We drift and dream in Devishan, 

Our choicest visions there shall be, ^ 

Oh, cherished Eddington, of Thee. 



4l6 THE ACHIEVEMENTS AND 

MEMORIAL ADDRESS. 

j ; BY DAMARIS IRWIN. 1 

' To the Alumni Association, 1900. 

In the closing year of this most remarkable cen- 
tury we certainly deem it a highly esteemed privilege 
to be permitted to attend the seventh reunion of this 
Alumni Association. These reunions have been very 

fitly likened by our friend, Rev. , "to the 

home coming of a family after years of separation." 

Words are inadequate to express the great joy 
with which we received the cordial invitations extended 
us to meet once more those with whom are asso- 
ciated so many pleasant memories in the happy, bygone 
time of our schooldays, and an unutterable longing 
takes possession of us to hear once more the sound 
of familiar voices and realize again the strength of 
the bond of sympathy existing between us conveyed 
by the friendly clasp of the hand. 

For in all our intercourse with the world we have 
never found any who could so thoroughly understand, 
so deeply sympathize with, and who were so kindly 
anxious to help us attain the highest aspirations of 
our souls as the much beloved and unchanging friends 
we have found here in the happy days when we were 
seeking for knowledge that would fit us to assume the 
grave responsibilities of life. And our souls are filled 
with an intense delight when we think of the kindly 
greetings, the helpful interchange of thought, and the 
renewal of old friendships which await us at this glad 
home coming. 

These reunions are the bright links which form 
the golden chain of reminiscences that binds us closer 



ABILITIES OF THE BLIND. 417 

and yet closer together with each succeeding year. 
They bring to us not only inexpressible pleasure, but 
also afford golden opportunities for gathering new 
ideas from the practical instruction given that will 
be helpful to us in any line of work in which we may 
be engaged, imparting fresh zeal and courage, thus 
enabling us to cope more successfully with the dif- 
ficult problems of life. 

And so it is that in the summing up of all the 
benefits we have gained by the coming together of 
this association we find that it will prove to be a source 
of never ending delight to us while life shall last. 
One of the most wonderful blessings that God in His 
boundless mercy and infinite wisdom has bestowed 
upon the children of men is the gift of memory. In 
its spacious storehouse we are continually stowing 
away precious treasures, which we gather while pass- 
ing through this life, priceless gems of knowledge, 
inspiring thoughts, little words of kindness, and little 
deeds of love. Each has its respective niche in the 
chambers of memory. 

And oft when our feet have grown weary 
And the struggle of life seems in vain, 

It will rest us to live in our fancy 
The happy past over again. 

Or, as Thomas Moore beautifully expresses it : 

"Let fate do her worst, there are relics of joy. 
Bright dreams of the past which she cannot destroy, 
That come in the night time of sorrow and care 
And bring back features which joy used to wear. 

Long, long be my heart with such mem'ries filled 
Like the vase in which roses had once been distilled; 
You may break, you may shatter the vase if you will. 
But the scent of the roses will cling round it still." 
27 



4l8 THE ACHIEVEMENTS AND 

And it is ever thus, amid the changing scenes 
of life, these cherished memories come to comfort and 
bless us, to strengthen and cheer. 

It has been said, however, "that in this life there 
is no joy without its corresponding grief, no pleasure 
without its accompanying pain"; and so it seems, for 
even in this most joyous time there comes to us a 
thought with sadness in its train of those who never 
in this world will meet with us again. And to me 
has been given the sacred privilege of expressing our 
feelings of sadness and heartfelt grief for their loss 
on this occasion, and to speak in memory of the loved 
ones who since our last meeting have crossed the 
silent river of death and have gone, we hopefully 
trust, to possess the mansions which Jesus has pre- 
pared for those who love Him, in that eternal home 
where pain and death can never come. 

Since our last reunion more than a score of our 
beloved schoolmates have been called away from earth 
to try the unknown realities of eternity. The fol- 
lowing is the list of names, so far as I have been able 
to learn, of those departed : Belle Bliss, William Hen- 
son, Wendell Shields, Maria Wells, Hattie McCabe, 
Miranda Philips, Henry Snyder, Mrs. Dr. Burrows, 
Claudius Wilson, William Noonan, James Calahan, 
and wife, Edward West, William Crippon, Edward 
Lehman, Edward Noel, Henrietta Titus, Ida New- 
burn Mosier, Miss Stella Wright, Susie Umbenhaur, 
Bently White, Jessie Francis, Nora Brennan, Richard 
Tage, Charles Donovan, Charlie Vaughan, John 
Weekly. 

Not a missing note in the rhythm 
Of music so sweet and grand, 
No blighted hopes, no fading flowers 
Will be in that Holy Land. 



ABILITIES OF THE BLIND. 419 

No cruel misunderstandings, 

No perplexing doubts or fears, 
No broken ties nor aching hearts, 

No anguish and bitter tears. 

There, the thoughts we have vainly striven 
To weave into praise for our King, 

Will be spoken and set to glad music 
Which we may joyfully sing. 

In these thoughts there is blissful rapture 

That falls like a soothing balm 
Over the troubled spirit, 

Bringing peace and holy calm. 

And if in these happy re-unions 

We may meet our friends no more, 

'Tis joy to think they are waiting 
For us on that beautiful shore. 

Around each name as we read it 

A cluster of memories cling. 
Like the fragrance of sweet spring blossoms 

Are the thoughts to us they bring. 

We would gladly have given to the Association 
a brief sketch of each life if we could have obtained the 
necessary information and time would permit, but, as 
it is, we can only offer as a loving tribute to their 
memory the following poem : 

Over the joy of the present 

A shadow of grief is cast, 
When we think of the absent friends 

Who met with us here in the past. 

Their voices we miss from the chorus, 
We miss the warm clasp of the hand, 

But we trust they are free from all sorrow. 
Safely housed in the heavenly land. 

Where sin and death cannot enter. 

No sickness or thought of distress; 

But peace and joy beyond measure 

Our loved ones may ever bless. ; 



420 THE ACHIEVEMENTS AND 

For them disappointments are over, 
They have crossed the swelling tide. 

The souls here so full of vague longings 
Over there shall be satisfied. 

For one of the most precious thoughts 
Of heaven that conies to me 

Is the blessed thought of its completeness 
Throughout all eternity. 

We remember their words of kindness, 
Their influence good and pure 

Has made impressions upon our minds 
That we know will e'er endure. 

We are giving and taking daily, 
In these earthly lives of ours, 

And the seed if good which here we sow 
Will bring forth beautiful flowers. 

Let us strive then to prove a blessing 

To every one we meet; 
That many of these precious blossoms 

Our going home may greet. 

And there in that happy re-union 
Where parting shall never be. 

We'll meet with those who have gone before 
On the shore of the crystal sea. 

We'll enter the heavenly mansions 

In that beautiful home of the soul. 

To dwell with our blessed Redeemer 
While endless ages roll. 



MUSIC TEACHING FOR BLIND WOMEN. 

PAPER BY MAGGIE C. m'gRATH, I9OO. 

I have been requested to write my experience as 
a music teacher, and it is with a mingled modesty and 
confidence I assume the role allotted me, knowing as 



ABILITIES OF THE BLIND. 421 

I do how far I fall below the realization of my ideal 
instructor of the youth of our land in that heaven- 
horn, God-given necessity — music. Some one may 
care to know something of my early life before I was 
numbered with the throng of human beings who must 
absorb the sunlight so perfectly that they in turn may 
unconsciously transmit the soul light to those with 
whom they come in contact. 

I was born near Somerford, Madison county, 
Ohio, and attended school there until I was eight 
years old, when I went to London, Ohio, being then 
in the third grade. Fond memory reverts to those 
happy, childish days, when I was so joyful and care 
free. I remember the flowers, the children, the sky, 
and the whole world as I then gazed upon it. 

A slight illness and overdose of strong medicine 
by an intoxicated physician put an end to all worldly 
beauty for me as acquired by mortal sight. On recov- 
ering health I came to this city and to this Institution, 
where I was warmly welcomed, befriended, and 
encouraged by Dr. and Mrs. Lord. My love for my 
teachers filled me with ambition to master music, and 
as the days rolled by I was aroused to the possibilities 
open to me to make something of myself creditable 
to my Maker. My native energy and pride for inde- 
pendence supported and spurred me onward in my 
chosen pursuit, as I remember many who far exceeded 
me in natural ability who swooned by the way and 
gave up the fight. Yes, it was a fight, as life with 
people is usually a fight from start to finish. 

My first music class consisted of eleven pupils, 
but soon I found I could increase the number by going 
to them, so I engaged a driver and soon had as many 
pupils as I could manage conveniently. By the way, 



422 THE ACHIEVEMENTS AND 

I have worn out two horses and am now on my third. 
My largest class numbered forty-two and kept me 
very busy. I have thirty-two pupils at present, which 
makes a very nice sized class. 

I study the child with whom I am associated, 
his temperament and inclinations as well as his musical 
ability; by so doing I soon find myself truly in touch 
with his ideas and am prepared to direct him in the 
most profitable and thorough manner. Children are 
so different from their elders, yet they have many of 
the same characteristics. If the child is not attracted 
to the teacher by personal appearance, voice, and man- 
ner, then the opposite feeling possesses him, and he 
surely and steadily, if not suddenly, becomes antago- 
nistic, and the current of his opposition can not be 
successfully stemmed. Therefore, first, last, and 
always, I endeavor to gain the good will of the child. 

Occasionally I have found it expedient to give a 
pupil up when I have ascertained that he is not inter- 
ested in anything, not even mischief, as I do not wish 
parents to incur the expense or lead them to believe 
the impossible will in time be achieved by their child, 
as the spark of music is occasionally omitted in the 
make-up of human beings ; also, one's reputation is 
at stake and must be guarded. Pupils blessed with 
sight sometimes possess an uncanny feeling towards 
those bereft of vision. At first it is something akin 
to fear, but by mingling with people I have found the 
strained attitude of children towards me has changed 
to one of friendship, and those most reticent have 
realized we are all human beings, here for some good 
purpose, and the feeling has reversed to that of real 
comradeship. 



Abilities of' the blino. 425 

I drill especially the fingering, rhythm, and read- 
ing, and firmly insist upon practice, practice. I 
endeavor to stimulate the innate energy, so that prepa*- 
ration of exercises for recital will not be too irksome. 
A pupil should be awake and in earnest while at his 
lessons or much time will be needlessly wasted. An 
hovir's practice when awake to his task is worth many 
hours consumed in a meaningless, haphazard way. 

I think there may be several reasons why I have 
been so readily employed. These old maxims might 
be called the key to my success, if you so please to 
style it success. When one is among strangers it is 
well to remember : 

"Don't talk your religion too freely; be careful of 

politics, too, 
For there may be some wise ones around you who 

know more than you. 
Don't give your advice till it's called for; criticise 

lightly the small, 
Remember as you go through life, sir, praise suits 

the taste of us all. 

Again, people, noting my zeal for the work, feel 
that I am capable of enthusing others. They know 
music is the only channel through which the thought 
and soul of some of us seeks utterance to fellow-man. 
Every energy is bent and strained ; the whole mind is 
concentrated on that subject, leaving the outside world 
and its cares to others ; thus the musical spirit within 
us is liberated and untrammeled. Knowing we must 
be up and doing to sustain our independence, we do 
with our might what we find to do, saying, as Francis 
Osgood has so beautifully said : 



424 THE ACHIEVEMENTS AND 

"Pause not to dream of the future before us, 
Pause not to weep for the cares that come o'er us, 
Hark, how creation's deep musical chorus 
Unintermitting goes up into Heaven." 

"Never the ocean wave stops in its flowing, 
Never the Httle seed stops in its growing; 
More and more richly the rose-heart keeps glowing, 
Till from its nourishing stem it is riven." 

"Labor is life, 'tis the still water faileth. 
Idleness ever despaireth, bewaileth; 
Keep the watch wound for the dark rust assaileth. 
Flowers droop and die in the stillness of noon. 
Idle hearts only the dark future frightens; 
Play the sweet keys wouldst thou keep them in tune." 

I am glad I can say to my old classmates and 
friends that I find this a very good world in which 
to spend my time, and I hope and trust I am using 
my time for a purpose and in my own way am accom- 
plishing much good. I am blessed with health, plenty 
of friends, and some energy, and I am hoping my 
mission here will not be a failure, knowing well we 
rise by exercising our own energy or fall by neglect- 
ing the opportunity of to-day, saying with Holland: 

''Only in dreams is a ladder thrown 

From the weary earth the sapphire walls ; 
But the dreams depart, and the vision falls, 
And the sleeper wakes on his pillow of stone." 

"Heaven is not reached at a single bound, 

But we build the ladder by which we rise 
From the lowly earth to the vaulted skies, 
And we mount to its summit round by round." 

Hoping the future may be pleasant for each of 
you, I remain yours truly in the work. 



ABILITIES OF THE BLlND. 4^5 

HOME FOR THE BLIND WOMEN. 

BY MISS C. A. HANNA, A GRADUATE FROM THE OHIO 
STATE SCHOOL FOR THE BLIND. 

With regard to this subject my notions may be 
incorrect, but the giving" of these ideas will at least 
furnish paving stones for the road to discussion. In 
the given subject I find these important points : Is 
such a home needed? Should all non-seeing women 
be received to this home? How should this home be 
supported ? 

First. Is such a home needed? Every human 
being needs a home. The noble people of our beloved 
country, acting upon the truth of this assertion, have 
adorned the proud bosom of America with many beau- 
tiful gems called homes. Among these are found 
homes for the special orders and homes for the good 
of the populace. The hands of mercy are clasped 
in span from the prattling babe to the weary pilgrim, 
asking for showers of blessings extending from the 
cradle home, where a tiny bit of life and beauty lies 
nestled in the bosom of sweetest care, out to the home 
where those "who like a vine long taught to climb and 
weigh its native branches with the ripe fruit," rest 
the hoary head in peace freed from toil and care. The 
sweetest, dearest place on earth is the parental, family 
home ; but, alas, in the going by of a few swiftly roll- 
ing years this palace of the human life is bereft of its 
loving heads. Then fragment by fragment the whole 
structure is torn away and carried to the four quar- 
ters of the globe. 

Perchance the home had a sightless member, who, 
on account of her affliction, was thought incompetent 
to exercise skill in transacting business, and for this 



426 tHE ACHIEVEMENTS AND 

reason was placed without means in the care of numer- 
ous natural but uncertain, fragile ties, and at last 
forced to wander from pillar to post, hopeless and 
alone, until heart-sore, broken in spirit, and anxious 
to meet the coming life. Such persons, with those 
made destitute from other causes, are needing the 
fostering care of a peaceful, unbroken home. 

It is my opinion that many non-seeing women 
can be found within the limits of our own state who 
in true worship would offer the sacrifices of praise 
and thanksgiving to the Almighty Father if the wail- 
ing burden of life were canceled by such a home. 
Destitution does not rest only on non-seeing persons, 
for many among the seeing, having enjoyed great and 
numerous advantages, are passing from trades, are 
passing from professions to lowly, destitute circum- 
stances, and through these circumstances to a home 
that has been prepared for them. 

Let me lead you to view for one moment the 
home to which I belong, and see from what sources 
of employment and from what positions in life its 
members came. In my short acquaintance here I 
have noticed four ex-teachers, one stenographer, one 
lawyer, one deacon, one clergyman, and a compara- 
tively large number who attracted cash with a sew- 
ing needle. At present the home has forty-one mem- 
bers. Among these are four non-seeing persons. The 
remaining thirty-seven, having used all of their oppor- 
tunities on chosen pursuits, are resting with us under 
the care of a beautiful home. And in all probability 
many non-seeing women as well deserving of a good 
home must remain outside, being unable to pay the 
required entering fee or to find vacant rooms. The 
rapidly increasing demand on such homes lays before 



ABILITIES OF THE BLIND. 427 

them an utter impossibility of receiving all persons 
who apply for admission. Applicants are left wait- 
ing and almost wishing for death to make rooms 
vacant that themselves might be provided for. It 
causes an unpleasant feeling to be hurried, as it were, 
from the stage of life by some one crowding in behind 
us and to know as our last breath dies away that 
somebody's wish has been granted. 

Then let us labor most earnestly and unceasingly 
to establish and maintain a home wherein non-seeing 
women may live and die without this unpleasantness. 
By way of throwing additional light upon the part of 
the subject, I will speak just once more of the home to 
which I belong. This home has been in operation 
about fourteen years. When I entered it, about four 
years ago, I made the twenty- fourth member and 
occupied the last spare room. Since then the house 
has been enlarged by thirteen rooms, four of which 
are double ones, and the parlor and the library have 
been changed to double private rooms and a partition 
across an end of a hall has made an additional single 
room. 

In these four years our number has been more 
than doubled. Nine persons have gone to eternal 
homes and two to homes of shorter duration, and yet 
not one room is vacant. We can still hear the foot- 
steps of seekers rapidly approaching the door, but 
where will they go? For I am told that these circum- 
stances are occurring at most such homes. 

Then why should non-seeing women be left to 
wait, hoping to enter homes already urged beyond 
their capacity? More homes are needed in Ohio. 
Necessity demands them. Let us prepare to open the 



428 The Achievements and 

first additional one, making it for the exclusive use 
of non-seeing women. 

Second, should all non-seeing women be received 
in this home? With regard to admission, a constitu- 
tion and by-laws must decide many questions. It is 
a difficult task to draw lines of distinction, and a deli- 
cate matter to speak of character. If under influence 
of this Institution from childhood to womanhood a 
good character and correct habits are not formed, 
there can be no hope of a bettered condition in after 
life wrought by earthly means. Each county of our 
state supports a home for poor people, and I have 
heard of intelligent, refined, highly cultured women 
spending their last days in such a home, surrounded 
by its disagreeable belongings. How shocking to the 
delicate, well trained, sensitive nature is such a condi- 
tion. It is a sin to place such ladies in any home with 
the lov/ bred, foul mouthed, profane, loose character. 

I know of but one way whereby all grades can 
peacefully enjoy the benefits of one home. In the 
use of cottages, as a few homes have been arranged, 
unpleasantness arising from personal peculiarities 
could be avoided. 

With regard to admission a few thoughts should 
be given to entering fee and age of applicant. The 
requirement of an entering fee elevates the tone and 
character of any home. In the case of non-seeing per- 
sons this fee should be small and the same for each 
such individual admitted from our state. Age of 
applicants should range from twenty-five years to 
any age in the period of mortal existence. 

It is my peculiar notion that all members of this 
home having sufficient ability should be privileged to 
perform labor from time to time outside of the home 



ABILITIES OF THE BLIND. 429 

as well as within it. Also that homeless children 
should be cared for here through the months of school 
vacation, when homes are not opened to their need. 

Third, how should this home be supported ? I do 
not favor the idea of making this home a state insti- 
tution. It should be established and maintained on 
the same plan by which hundreds of similar homes 
have been opened and provided for. Notice, for 
instance, the twelve homes in Ohio for old ladies, com- 
fortably supported without financial aid from the 
state. The work was begun and carried forward 
through earnest, unceasing efforts on the part of man- 
aging boards in resorting to labor and soliciting. 
Under the care of well organized boards consisting of 
deeply interested members, no fear need be felt for 
the safety of a home established for the benefit of 
non-seeing women. 

The rich are no poorer and the poor are no worse 
off for what has been given to the multitude of homes 
supported throughout our vast country, and the loving 
heart of our ijoble people seems no less willing now 
to respond than when it was first sought. The great 
home work of our land is a broad field of useful labor. 
Planted with the seeds of love and watered from the 
living springs of Christian faith, it is budding and 
blooming with beautiful deeds and bearing perfected 
fruit. 



PHYSICAL CULTURE. 

READ BY MARY C. HARDING TO THE ALUMNI, I9OO. 

Education to be complete is three-fold, mental, 
moral and physical. All are of equal importance. We 
believe that the latter is the foundation upon which to 



430 THE ACHIEVEMENTS AND 

build the other two. Both the quantity and quaUty of 
the work done by the mind is dependent upon the 
healthy condition of the nerves which receive their 
vitality from other tissues of the body. 

Anatomy and physiology teach us that parts grow 
when used, and when not in use become weak and 
shrunken. The conditions of growth are all parts 
shall be exercised and supplied with food. This is 
true not only of every muscle and nerve of the body, 
but of the mental and moral faculties. 

Physical exercise is necesary in all periods of life. 
Without it the circulation of the blood through the 
interior of the body, especially through the liver, be- 
comes feeble, the heart weak, and the lungs expand and 
so work less perfectly. 

Each organ has its special stimulants, which excite 
its action. The activity of the voluntary muscles is 
necessary for the perfect working of all circulation, for- 
mation and destruction of the blood are influenced by 
the voluntary muscles. Hence, regulated physical train- 
ing is essential for the physical growth and develop- 
ment of the body. 

The body is not an end in itself, but must be 
trained to be the able and obedient servant of the mind, 
then it becomes a thing of power and dignity. 

The educational principles of the ancients, which 
were so in harmony with the constitution of man, 
have until recent years been almost abandoned. They 
understood far better than we the harmonious devel- 
opment of the mind and body. With them bodily 
exercises were celebrated in song and glorified in the 
annals of history. All classes were continually prac- 
ticed in the gymnasia, and the heroes of the public 
game enjoyed an almost idolizing adoration. Both in 



ABILITIES OF THE BLIND, 43 1 

Greece and in Rome physical education was regarded 
as the foundation of physical, mental, public and pri-^ 
vate welfare, and the soundness of this view is shown 
by brilliant results. 

The student of history must observe that, while 
mankind has made rapid strides in civilization in gen- 
eral, it has in some respects gone backward. This 
is especially true in the line of physical education. 

Notwithstanding much has been done (even in our 
own time) for the furtherance of intellectual develop- 
ment, that one thing seems to have been overlooked, 
that man has a body which stands in need of develop- 
ment as much as his mind. While this neglect is ap- 
parent among people in general, it is still more obvious 
among the blind. They as a class, in consequence of 
their affliction and sedentary habits, possess only im- 
paired vitality, and unless this can be increased the 
development of the mind will be arrested. And it is 
useless to think of fitting them for success in the strug- 
gle for existence, when they will need an extra supply 
of energy and strength to compete with the world at 
large. 

With these facts in mind, should we not begin the 
work of educating the blind at the true foundation, that 
of developing the body? Properly regulated exercise 
forms then, one of the essential rules of the educational 
period. 

On entering our school our students, particularly 
our young men and women, should have their time so 
arranged that out of the twenty-four hours, eight or 
nine should be spent in sleep, three or four devoted to 
meals and rest, and the remaining time spent equally in 
mental and bodily exercise. Such regulations might 
not be suitable for all individuals, but for the TOQSt of 



432 THE ACHIEVEMENTS AND 

our students I believe it would be a profitable and bene- 
ficial course of procedure. 

Physical culture should alternate with mental cul- 
ture. Experiments have been made by educators, which 
show that short periods of mental work are productive 
of better results than more lengthy ones, where the 
mind has become wearied. 

I truly believe that to pass long hours in the school 
room, as is the case of the younger pupils of our school, 
who are confined five hours in succession, without regu- 
lated or out-of-door exercise, is productive of manifold 
evil. The majority of our children are not as strong as 
seeing children, and personal experience will permit me 
to say that the physically strong ones will soon overtake 
the weaker in mental work, though perhaps the former 
may not seem so alert in the beginning. 

We have cases come under our observation of chil- 
dren with very active minds, who in the first few years 
show an almost abnormal mental development, but after 
a time the nervous tissue upon which mental activity 
depends breaks down from the lack of nutrition, which 
is necessarily derived from fresh air and exercise of the 
muscles. With such a weakening of nature's forces the 
mind becomes less active, with a tendency -in some 
cases toward imbecility. 

With these cases in mind, am I putting it too 
strongly when I say that our first thought should be for 
the care and development of their tender bodies ? Ros- 
seau said : "If we wish to work upon the understand- 
ing of a pupil, we must first work upon the forces which 
it is to control. Exercise the body, render it healthy 
and strong in order to render it wise and reasonable. 
Let him work, run, shout, and be in constant motion. 



ABILITIES OF THE BLIND. 433 

Let him first be a man in animal spirits, and he will 
soon be one in reason." 

Our children ought to bring cheerfulness into our 
school unless their spirits have been suppressed by sick- 
ness or other unnatural means. Such dispositions 
ought to be cultivated and encouraged among our stu- 
dents, but it can never be done by long and fatiguing 
hours of study. 

Since the growing period is the time to form 
healthy habits and teach a greater reverence for the 
sanctity of the body, we should begin the care and train- 
ing of the physical being of our pupils with their en- 
trance into school. We should aim to instill their minds 
with a kind of bodily worship, a love for the pure and 
beautiful, a pride in bodily strength, and a control over 
habits, appetites and other vices which tend to degrade. 

The mind must be awakened and made to feel and 
appreciate the need of a good body. This can be done 
by telling children stories in which the care, cleanliness 
and health of the body play an important part. They 
should be told of cripples and invalids who became 
such through neglect, and make them feel thankful that 
they are healthy and strong. We must teach the child 
that his body is the dwelling place of the mind and 
soul and the ipedium through which they give ex- 
pression. 

Mottoes such as "Actions speak louder than 
words," "Watchful eyes watch our motions" and "Mo- 
tions tell our thought," will help to impress this thought 
upon his mind. 

It is the general opinion among kindergartners that 
free play in addition to the games used in that depart- 
ment is sufficient exercise for young children. This is 

probably true among sighted children, but it is not suf- 
28 



434 1"HE ACHIEVEMENTS AND 

ficient for the blind, who though young come into our 
schools with faltering step and timid movements so 
unnatural to children of their age. The loss of sight 
has deprived them from participating in many of the 
frolics of childhood, and in order to work off the sur- 
plus nervous energy, which they possess in consequence 
of their inactivity, they fall into some mode of motion 
such as swaying from one foot to the other, or rocking 
to and fro. These habits make them appear awkward, 
and with other defects such as stooped shoulders and 
drooping heads, make them very conspicuous, and the 
more noticeable objects of pity, which to them is so dis- 
agreeable. 

Nothing will improve or remove these conditions 
but a thoroughly regulated course of gymnastics in 
which every pupil in our school should be compelled to 
participate. Such instruction would necessarily call for 
a large, airy, well-equipped gymnasium under the direc- 
tion of a competent instructor, who with the aid of a 
physician would ascertain the bodily defects and special 
need of physical development in each pupil. 

The students should then be divided into classes 
according to age, strength, ability, and disposition. The 
timid should be separated from the fearless. Those who 
do not consider exercise necessary to their existence 
should be compelled to participate. Every effort should 
be made to interest and encourage them. Strength tests 
and chest measurements will do much toward arousing 
an interest in boys. Most boys take pride in cultivating 
strength and there are but few girls who do not aspire to 
attain health, grace and beauty. The physically weak 
ones should be given a light course in medical gym- 
nastics, which is beneficial in cases of paralysis, curva- 
ture of the spine and other diseases. These exercises 



ABILITIES OF THE BLIND. 435 

are performed by means of apparatus for this pur- 
pose, with which every well equipped gymnasium is 
supplied. 

A gymnasium for the blind should be built with a 
slight inclination of the floor of about three feet around 
the entire building to guard the sightless from bumping 
into the wall. It should contain a swimming pool, 
which would not only furnish much pleasure and 
amusement, so essential to life, but afford a means of 
one of the most valuable exercises. Swimming is said 
to be one of the most natural exercises in which one 
can indulge, for it brings into action every muscle of 
the body. It is especially valuable in developing the 
chest and straightening the neck. 

The apparatus used in a gymnasium for the blind 
need not differ much, if any, from that for the seeing, 
for we learn from those who have had years of experi- 
ence in the work that there is scarcely an exercise or 
anuisement in which their pupils have not indulged, and 
in the performance of which they have attained skill, 
while deriving much pleasure therefrom. 

Miss Bennett, who has had charge of the girls' de- 
partment of physical culture for twenty years in the 
Perkins Institute for the Blind at Boston, says that her 
girls, in addition to practice with dumbbells, wands, In- 
dian clubs and other apparatus, are trained in dancing, 
basket ball and various running games. As a result 
they possess not only strength, poise and graceful move- 
ment of the body, but a marked degree of attention, 
precision, and above all cheerfulness. These qualities 
not only improve their manners and dispositions, but 
make them more ambitious to attain great mental 
power. 

Miss Bennett's experience is only one of the many 



436 THE ACHIEVEMENTS AND 

that we may quote. We have similar reports from 
Iowa, Wisconsin, Illinois, North Carolina, Nova Scotia 
and other schools of North America. 

Mr. William T. Stead, in speaking of Mr. Camp- 
bell and his wonderful work among the blind at Nor- 
wood, England, says : "Nowhere can there be found 
so complete a gymnasium and playground. Here one 
can hardly realize, as he saunters through the play- 
ground, that the students swimming, diving, rowing, 
cycling, dancing and skating, are deprived of their 
sight." 

Nowhere has he ever seen such grace of move- 
ment as the young ladies display on their roller skates. 
He also tells us of a remarkable fact concerning a 
young lady of that school, who as yet is the only one 
who has won the two star badges in the second figure 
contest of the National Skating Association. 

If other countries and states of our own country 
can do so much for their blind, why should Ohio, the 
grandest and best state of all, stand back, when a little 
effort and money might secure the construction and 
equipping of a gymnasium that would enable her school 
for the blind to send forth in the future young men 
and women, not only improved in health and appear- 
ance, but possessing a greater degree of mental power 
and a higher standard of morality. 



Mr. Roberts led the discussion. Education as 
much as possible should connect every step of instruc- 
tion with some kind of bodily activity. As the hand 
is the chief instrument of work, it should be especially 
trained to perform quickly and accurately all the mo- 



ABILITIES OF THE BLIND. 437 

tions needed in the ordinary affairs of life. This train- 
ing the hand to do, while training the mind to think, 
is one of the distinctive features of the kindergarten 
system. That man has had a liberal education who has 
been so trained in youth that his body is the ready serv- 
ant of his will, and does with ease and pleasure all the 
work that as a mechanism it is capable. In the attain- 
ment of physical well being four distinct factors are to 
be considered — intelligence in regard to the laws of 
life ; sensibility as to the observance of them ; the dis- 
position of educational appliances so as to conform to 
them ; and the formation of habits which lead to an 
unconsciousness of them. 

Mr. Bartholomew and Miss Powell both favored 
gymnasiums in schools for the blind. Miss Powell said 
the gymnasium is one of the best features of the school 
in Illinois. They consider that it has much improved 
the health and attitude of their pupils. 

Mr. Bodle and Mr. Chambers favor outdoor 
marchine as exercise for blind students. 



PIANO TUNING. 

BY OWEN HOLMES. 

Read to the Alumni Association of 1900. 

The subject of this paper is at the present time of 
more practical interest to us than any which is being 
discussed. I believe, perhaps with the exception of 
music teaching, there are more blind persons engaged 
in this calling than any other. I can not hope to pre- 
sent to those engaged as piano tuners any new phase 
of this work. I think it necessary for those persons 
who teach music to understand something about the 



43^ THE ACHIEVEMENTS AND 

development of the pianoforte, as well as the scale for 
which it is considered as the excuse. 

The pianoforte was invented in the year. 171 5. It 
was! in the form of what is known as the grand piano, 
and had a compass of five and one-half octaves. It has 
now seven and one-third octaves, and in the general 
mechanism of the sounding board and action it is 
almost perfect. Pianos are tuned according to what 
is known as the temperate scale. It is a substitute for 
the true scale, in order that the requirements of execu- 
tant music might be satisfied. What is known as the 
scale is formed by those notes which are agreeable to 
the ear or bear simply mathematical relations to one 
another. These have been obtained by mathematical 
calculation and their consonance has been demonstrated 
by experience. If the fundamental tone of a scale is 
represented by a certain number of vibrations the suc- 
ceeding tones will be expressed by the fractions, 9-8, 
4-3, 3-2, 5-3, 15-8, and 2, or the octave, which is the 
fundamental note doubled. 

It has been proven that, no matter what the num- 
ber of vibrations which the fundamental note makes, 
the relations of it to the other notes are the same. This 
is the major scale. In the minor scale the third is rep- 
resented by the ratio of 6-5 and the minor sixth by 
8-5. In modulating from key to key, it is necessary 
to either raise or lower one or more of the notes one 
or two semi-tones. Mathematically this is done by 
multiplying it by 25-24 to raise, or by 24-25 to lower it. 
If this is done for every tone of the scale, there will be 
created a large number of new tones. To lessen the 
difficulty of execution the temperate scale was invented. 
This scale proposes to divide an octave into twelve 
parts or semi-tones. This is the scale of the piano and 



ABILITIES OF THE BLIND. 439 

organ, while orchestras and choruses use the perfect 
scale. In order to tune a piano to the temperate scale 
the ascending fifth and the descending fourth are flat- 
tened, or the ascending fourth and the descending fifth 
are flattened. By this means the true scale, which 
comprises 14 semi-tones, is divided into twelve equal 
parts, the two extra semi-tones being distributed 
throughout the octave, not according to any accurate 
calculation which is made but as nearly as the tuner's 
ear may determine. 

When two notes are tuned almost in unison, or an 
octave, fourth, fifth, or any other interval is tuned 
almost perfectly what is known as waves or beats are 
produced. This phenomenon is taken advantage of 
in tuning the piano. Several different methods are 
used. I will give two: The first is by fifths and 
octaves. From middle C tune below, then G above, 
then D above, then D below, then A above, then E 
above, then E below, then B above, then F sharp above, 
then F sharp below, then C sharp above and C sharp 
below, then G sharp above, then D sharp above, then 
D sharp below, then A sharp above, then E sharp or 
F above, then F below. 

This F must be a little sharper than a perfect fifth 
to middle C. By this method an octave and a half is 
tuned. The octaves are tuned perfectly and the fifths 
are tuned sharp. Books on tuning seem to give this 
method the preference, but the second method, I think, 
admits of more accuracy because there are more tests 
and because in the octave which is tuned the beats are 
more easily defined. 

This method is as follows : From middle C tune 
G below, then D above, then A below, then E above, 
then B below, then down to F sharp, then up to C and 



44° THE ACHIEVEMENTS AND 

down to G sharp, then up to D sharp, then down to A 
sharp, then up to E sharp or F, which must be a little 
sharper than perfect with C. It will be found that if 
these notes are tuned correctly the beats of the descend- 
ing third as D flat, F, CE, BD sharp, etc., will increase. 
This is also true of the sixth. 

It will also be found that some of the major sixths 
have almost the same number of beats as some of the 
major thirds. Thus GE beats about the same as the 
third, A flat C. These are only some of the many 
tests that may be used. I would recommend these 
tests to be used constantly. In tuning octaves, such as 
middle C with C below, the fourth GC and its comple- 
mentary fifth CG should beat the same number of 
times. This is true throughout the piano, if the octaves 
be perfect. A wish has been expressed by different 
persons to abandon this defective scale and, with this 
end in view, Dr. S. A. Hagerman, of Cincinnati, has 
had a piano constructed by the Chickering Piano Com- 
pany which can be tuned perfectly. He calls it a per- 
fect intonation piano. In action and general construc- 
tion it resembles the upright piano. The changes of 
key are affected by lengthening the vibrating part of 
the strings by means of a movable metallic bridge on 
which strings rest firmly. These bridges are just 
below agraffe, or the bridge nearest the tuning pin. 
These bridges are attached to metallic strips, which 
extend upward and are fastened to rods extending back 
over the top of the piano. At the farther end another 
strip extends downward. This strip is fastened to a 
horizontal bar of wood, running the length of the 
piano. There are twelve of these bars, one for each 
tone of the scale. It is so arranged that one rod con- 
trols the same tone in all the octaves. Extending from 



ABILITIES OF THE BLIND. 44I 

the wooden bars are small pins. Running to the bot- 
tom of the piano are wooden rods connected with the 
pedal arrangement. When the pedals are pressed the 
perpendicular rods are pushed upward. At the upper 
end of these rods is a metal prong. In moving upward 
this presses together two movable jaws, which grasp 
the small pins extending from the wooden horizontal 
bars, moving them in different lines. This motion is 
communicated to the bridges by the intervening mech- 
anism. The piano is tuned to any key, and by the use 
of the pedals the bridges are moved up or down so as 
to throw it in any other key. If C be taken as the 
basis, E can be tuned as a perfect third, then G, then 
D, then A to E, then B to E, then F to C. All these 
intervals are tuned perfectly. The white keys have 
then all been tuned. 

By pressing the pedal which throws the piano into 
R natural or D flat, the black keys may be tuned. It will 
be found that if the piano is in the key of C, the second 
fifth DA will be rough, the A being flat with the D. 
This is also true of the complementary fourth DA. It 
will be found that the minor third DF will not be per- 
fect. The invention is at present in process of con- 
struction so that it has had a fair trial. The simple 
major and minor chords are much purer, besides one 
can hear very distinctly the harmonics or resultant 
notes. It is a question whether the pedals can be so 
arranged as to make rapid modulation easy. At pres- 
ent there are five pedals corresponding to the five black 
keys. By pressing the C sharp pedal straight down it 
throws the piano into C sharp. If it is pushed to the 
left or the right before pressing it down, the piano is 
thrown into C or D. The greatest difference in the 
two scales lies in the major third. 



442 THE ACHIEVEMENTS AND 

When it is considered that changing the major 
third 5-4 to the minor third 6-5 changes the whole char- 
acter of the composition, it will be acknowledged that 
even the small difference of 2 and 2-3 vibrations, 
which existed between the temperate and the true third 
will sensibly affect the character of the piece. It is 
said that in writing his piano compositions Beethoven 
always had the orchestra in mind. It could hardly be 
expected that the piano, with its defective scale, could 
give entirely the same idea to a piece which would be 
given by the orchestra, with the true scale. The 
defects of the temperate scale are not so easily recog- 
nized, because in the piano the notes can not be sus- 
tained. Dr. Hagermann has written at much length 
in the Music Courier Journal on this subject. This is 
the only invention of real importance which has been 
made in the last few years. With some small improve- 
ments excepted, pianos are constructed about as they 
were ten or fifteen years ago. 

The principal difference between pianos lies in 
their material and workmanship. In the best pianos 
one often finds bad strings and cross wood in different 
parts of the action and other small defects, which 
might be remedied by expending a few cents, thus sav- 
ing several dollars and unnecessary inconvenience. In 
cheap pianos we must be troubled with all these de- 
fects throughout the entire piano ; such things as poor 
wood, bad felt and defective wire cannot be improved 
by the tuner. The best thing is to buy a good piano. 
If the piano does not stay in tune it is generally attrib- 
uted to the tuner. This is sometimes true if he draws 
the string above the tone and lets it down to its 
proper place. The hammer should always be stopped 
on the upward pull. If the pitch of the piano is either 



ABILITIES OF THE BLIND. 443 

raised or lowered it has a tendency to return to its for- 
mer pitch, and it must be tuned two or three times 
before it will settle. Pianos should be pounded well 
when they are tuned. In cheap pianos the wood in the 
pin block being not well seasoned, the pins slip. The 
only remedy for this is either to veneer the pin holes or 
to insert new pins. Pianos ought to be tuned two or 
three times a year. Some pianos are badly out of 
tune in a few weeks. It often happens that the pianist 
will pound the piano out of tune in an evening. Pianos 
will get badly out of tune before persons will notice 
them. Defects in the action, such as keys sticking and 
rattling, are much more easily perceived. 

Dampness is a great enemy to the mechanism of a 
|)iano, and causes the piano strings to rust and the felt 
and wood to swell, making the hammers and keys 
stick. I think that heat is perhaps a worse enemy to 
contend with, especially in cheap pianos where the 
wood is not well seasoned. To enumerate all the dif- 
ferent flaws to which the piano is heir would be impos- 
sible in such a short time. Great stress should be laid 
on this part of the work in teaching blind persons 
tuning. There are some remedies for these defects 
of which a person must be told. Experience is too 
dear a teacher when, in obtaining knowledge, one 
loses his reputation, which we blind persons are still 
making. No person can become a practical piano 
tuner unless he has some mechanical ability. While 
tuning is done by means of beats, it is true that a deli- 
cate ear is not required to perceive this ; still, in order 
to tune well, one ought to have some ear for music. 

I have found that, since I began tuning, both my 
ear and my musical taste have improved very much. 
The idea that good tuners do not play is wrong. A 



444 THE ACHIEVEMENTS AND 

piano ought to be sounded throughout when it is tuned. 
SHght flaws in the temperament may be remedied with 
a little musical judgment. A great amount of ignor- 
ance is shown by persons who are not musicians and 
by those who are, about the piano. Ladies are as sensi- 
tive about their pianos as about their babies, and they 
let the piano go its own way as much, except on spe- 
cial occasions, when it is cleaned up and put on its 
good behavior by the tuner, whom the lady informs 
that there is nothing she detests so much as a "tin 
panny" piano. Music dealers take advantage of the 
ignorance of people in selling pianos, telling alf sorts 
of imaginary .lies. A tuner's judgment is about the 
surest thing in selecting a piano. Piano tuning has 
been considered one of the leading occupations in 
which persons who do not see are engaged. All blind 
persons are not musical, neither can all persons who 
are musical learn to become practical piano tuners. 
While I acknowledge that we sometimes make mis- 
takes, I think that we can come up to the average in 
point of excellence. That we tune as well, I do not 
think anyone will doubt. If the key sticks or there is 
a rattle after the piano is tuned, the man who sees is 
blamed for carelessness ; if the tuner does not see, the 
defect is said to be due to that cause. In several of our 
cities blind persons have been employed in stores. 
This is perhaps the best place for them. This is not in 
Cincinnati, which most people call a very conservative 
city ; consequently, we have had a rough road to 
travel. Notwithstanding this fact, we are progressing 
slowly. I feel that there ought to be some endeavor 
on the part of the institution to obtain for its graduates 
positions not alone as piano tuners, but in any calling 
for which they may be fitted. It is hard for anyone to 



ABILITIES OF THE BLIND. 445 

build up a business, "especially in large cities where 
competition is so strong. It has been the practice of 
several institutions for those who see to look after the 
future welfare of their graduates. 

i will close this, hoping that this institution will 
show a more active interest in this direction than it 
has done in the past. 



VOICE AND VOICE TEACHER. 

BY MISS ALMEDA ADAMS. 
Read to the Alumni Association of 1900. 

When music, that mysterious queen of arts, essays 
to bring her message to mankind, she bids the organ's 
mighty diapason awake his soul to worship; or, if she 
would address his intellect or charm his ear, she sum- 
mons to her aid all the varied tone colors of the or- 
chestra. But when she ventures to approach the portal 
that guards the hallowed sanctuary of his heart, then 
every instrument by man devised avails her less than 
that divinely tuned to sound the keynote of the heart 
itself, the human voice. 

A careful observation of the voices of children 
leads to a growing conviction that the gift of song is in 
measure included in the dowry of almost every child. 
That the measure of its bestowal is far greater in some 
instances than in others is perhaps no more true of this 
than of any other gift. With the voices, as with other 
endowments, the influences of heredity and environ- 
inent, with their resultant physical and mental condi- 
tions, determine the limitation of power. 

Yet it is the writer's belief that scarcely any child 
born under modern conditions is wholly without the 



446 THE ACHIEVEMENTS AND 

ability to sing. Even among the queens of song, few 
indeed have been born Hke the nightingale with the true 
tonal instinct. For the multitude the gift is tram- 
meled by much that is unfavorable in environment as 
well as by those personal limitations which beset human 
attainment at every point. 

It is the mission of the voice teacher to release the 
imprisoned song angel, leaving her free to seek the 
realm, whether lyric or dramatic, for which heaven de- 
signed her. Nowhere are the foes to pure tone pro- 
duction more manifold than in America. The singer 
born under Italian skies finds himself heir to genera- 
tions of the purest vocal tradition. In America such 
tradition, when it exists at all, is generally wrong. The 
climate tends to produce catarrh and similar destructive 
physical conditions. Above all, the screaming, which in 
most of our public schools masquerades under the name 
of song, tends to destroy not only every true ideal of 
tone quality in the child's mind, but also' the voice 
itself. 

As a result of these unfavorable conditions, throaty 
voices, nasal voices, and overstrained voices whose 
sweetness is marred long before they reach maturity, 
abound. Here, as elsewhere, the most effectual method 
of dealing with evil consists in its prevention. 

In these days most of our public schools have spe- 
cial teachers of music. But it would seem that the only 
requirement for these positions is a knowledge of some 
system of solfeggio. Thus the most delicate musical 
instrument is constantly entrusted to the care of those 
wholly ignorant of its use. Who may say what em- 
bryo Patti may have been defrauded of her birth by 
reason of this lack of wisdom in the selection of teach- 
ers. One who would undertake the department of 



ABILITIES OF THE BLIND. 447 

music in our public schools should be not only a mu- 
sician, but a vocalist. He should understand both the 
child voice and the child nature, and understanding, 
should love them. Given other requirements, the lack 
of sight need be no grave obstacle in the way of one 
desiring to enter this field. Next to the difficulty of 
convincing a school board of this fact, perhaps the 
gravest problem which presents itself is that of the dis- 
cipline. Ability to control is not, however, a matter of 
sight, but of personality. That it is possible to demon- 
strate to a school board the ability of an unsighted per- 
son to fill such position, is proven by the fact that the 
writer was for some time teacher of music in the schools 
of Normal, a suburb of Lincoln, Nebraska. In the 
light of this experience she would venture to suggest 
that a thorough mastery of the seeing musical notation 
is absolutely essential to success along this line. Also 
that it is infinitely better to copy the songs and exercises 
used in teaching some system of point notation. The 
advantages of this method over that of memorizing 
each lesson, as required, are manifold. 

First, it saves that constant tax upon the memory 
which is involved in the committing of numberless 
little exercises, whose very simplicity renders them 
the more difficult to retain. 

Second, when once copied and well shellacked 
the books or charts become a permanent possession. 
This in itself is ample compensation for the manual 
labor involved in copying them. 

Above all, one is saved the danger of that sud- 
den lapse of memory which, in spite of most careful 
preparation, is liable to overtake one amid the vicis- 
situdes of the schoolroom. If the lesson be once care- 



44^ THE ACHIEVEMENTS AND 

fully read before its presentation, it is easy to sing 
it at sight, that is, at touch. 

It is not the design of this paper, nor would it 
well serve the spirit of the hour that it should pre- 
sent or champion any particular method of voice train- 
ing. Regarded objectively, indeed, there can be but 
one method of singing, that designed by nature and 
departed from only when we impose unnatural con- 
ditions. Viewed subjectively, however, that is, from 
the standpoint of the requirement of the individual 
student, it would almost seem that the teacher must 
needs devise a new method adapted to the peculiarities 
of each voice and temperament under his care. That 
which appeals most vividly to one is often meaning- 
less to another. Nowhere is truth so subtle or so diffi- 
cult to impart as in the art of singing. Wisely chosen 
words may aid the student in understanding the phys- 
ical conditions which must proceed from pure tone 
production; but the most careful explanations often 
serve to mystify rather than to enlighten the student. 
The most direct avenue of appeal is the musically 
trained ear. Art is imitative. The constant hearing 
of beautiful tones awakens the longing to reproduce 
them, and desire becomes the mother of power. 

First of all, then it is essential that the voice 
teacher should be a singer whose own tone production 
shall be in keeping with the ideal which he demands 
of his students. I am aware that this is a view which 
at first sight the past history of the art would seem 
not to justify. That great singers have been pro- 
duced by teachers who were not themselves such 
must, of course, be admitted. We do not maintain that 
in order to be a great voice teacher one must possess 
a great voice ; but it seems impossible that any teacher 



ABILIxfks OF THE BLIND. 449 

should properly impress upon his students principles 
which he could not himself illustrate both correctly 
and artistically. 

The gravest obstacle to the advancement of the 
vocal art in America is to be found in that spirit of 
criticism wnich almost universally characterizes the 
attitude of the members of the profession toward one 
another. Considerable study with leading teachers 
both of the east and west has led to the conviction on 
the part of the writer that the true exponents of the 
art de canto differ but slightly as to its vital principles, 
although most widely in the manner of their presen- 
tation. The latter differences have, through profes- 
sional jealousy, been exaggerated and misconstrued 
until it is unusual to find a teacher who speaks well 
of his professional compeers. 

That there are in the profession numberless fakes 
who possess not the least knowledge of the voice is 
undeniable. Nowhere do these more abound than in 
New York City. Indeed, the metropolis of the nation 
affords the best and worst in the way of voice teachers 
as well as along other lines. The student who dares 
to seek a teacher in this Mecca of the vocalist should 
indeed be well grounded in certain fundamental truths 
of the art, in which case he may safely trust the testi- 
mony of his own ears above that of prejudiced per- 
sons or the advertising columns of musical journals. 

There are certain results at "Vhich all true teachers 
must aim, however widely they may differ as to the 
surest and speediest means to their attainment. The 
principle of deep breathing and high control, or what 
Lamperti calls "the Lutte Vocale," the lowered position 
of the larynx so necessary to a well opened throat, the 
fine forward resonance only to be attained by properly 

29 



45° THE ACHIEVEMENTS AND 

directing each tone against the sounding-board suppHed 
by the teeth and cavities of the head and face, the 
flexible mouth and right shaping of the hps, alone will 
secure clear enunciation. These constitute the essen- 
tials of correct vocal technique. 

In spite of Rosin's assertion that the first element 
of a singer is voice, the second voice, and the third 
voice, experience has proven that voices scarcely above 
the average, when carefully trained along these lines 
and coupled with musical temperament and pleasing 
personality, may win for their possessors both wealth 
and fame. 

On the contrary, many a voice great in promise has 
met with professional defeat and early loss of power 
because of false training. 

No place in the musical world seems to me so 
practicable for a blind person possessed of the proper 
endowment as that of voice teacher. The acquisition 
of a repertoire sufficient to keep pace with a number of 
seeing students in piano or pipe organ is a herculean 
task. Music for the voice is far less complex and 
more easily retained. Most seeing teachers employ an 
accompanist, often repaying this service 'with lessons. 
It is desirable that a teacher should be able to accom- 
pany his students when necessary. 

The old Italian masters made great singers long 
before the laryngoscope was conceived. A teacher's 
inability to look at the student's throat would signify 
nothing so long as he thoroughly understood its 
anatomical structure. 

There is no shadow of reason why a blind person 
gifted with a superior voice should not take place with 
other church and concert singers. Mr. B. F. Chase, of 
Cleveland, is tenor in one of Brooklyn's largest 



ABILITIES OF THE BLIND. 45 1 

churches. In spite of these evidences in favor of voice 
culture as a field for the blind, both as singers and 
teachers, it is beyond comprehension that a large major- 
ity of the schools designed for their education make no 
attempt at voice culture. When a representative insti- 
tute like that of New York City has no vocal depart- 
ment, it is not surprising that younger and smaller 
schools have failed to realize the importance of this 
work. 

We have reason to be proud of the position which 
our Alma Mater holds in this as in many other re- 
gards. Let us hope that she may send out many gradu- 
ates whose success along this line shall become an in- 
spiration to other schools. Yet let none dare lightly to 
approach the task of training this, at once the great- 
est and the most delicate of instruments. 

Oh, matchless power of song, divinest gift to mor- 
tals e'er entrusted ; they who would win thee must upon 
thine altars lay a life consecration, an intellect of high 
and noble powers, and a soul whose fires shall burn 
an incense worthy of so pure a shrine. 



POLITICS AND PUBLIC INSTITUTIONS. 

I'APEK READ BY MR. BRICE TO THE ALUMNI, I9OO. 

My subject, namely, "Politics in Our Public Insti- 
tutions," covers such a wide field that to do it any 
sort of justice would require more time than could be 
devoted to it in a short address. Therefore I shall 
s])cak of it only as it applies to our public educational 
institutions, and more particularly to those institutions 
which are under the immediate control of the state 
authorities. 



452 THE ACHIEVEMENTS AND 

The object of our public schools is to prepare our 
youth in the most perfect manner possible to take upon 
themselves the duties and bear the burdens as worthy 
citizens of the commonwealth. It has been the con- 
stant study of our educators to devise methods, 
whereby the highest degree of perfection could be 
reached in the brief time allotted to them for this pur- 
pose. The object to be attained is of such vast import- 
ance that large sums of the people's money are ex- 
pended yearly for this purpose, and there is no assess- 
ment paid by them more willingly. 

When this money ceases to produce the best pos- 
sible results, then the guardians of the people's inter- 
ests are to blame, and they should be held responsible. 
If the appointing powers give places in these institu- 
tions for the purpose of paying political debts or to 
secure supporters for the second term, without consid- 
ering the fitness of the appointee for the position, then 
the money is misappropriated and the main object of 
the school is ignored. 

What I have said applies in general to all our 
public schools. I shall now speak more particularly 
of those educational institutions which are under the 
direct control of the state authorities, such as this 
institution and the School for Deaf and Dumb. In 
institutions like these, where the time is so short for 
the pupils to complete that education which is to fit 
them to take their positions in life as self-supporting 
and worthy citizens, the appointing power should take 
great care to have the managing board composed of 
practical educators, men who have the welfare of the 
institution at heart. 

They should do something more than merely 
audit accounts, O. K. bills, and settle such questions 



ABILITIES OF THE BLIND. 453 

as are brought before them. They should acquaint 
themselves collectively and individually with the work- 
ings of all the departments of the institution, and they 
should personally know from observation whether 
this or that department was properly managed or not. 

In selecting officers and teachers there should be 
hut one standard, that of merit. The superintendent, 
above all, should be a man with executive ability, a 
thorough educator, if possible. His character should 
be such as to command respect from all with whom 
he comes in contact. His moral status should give 
tone and dignity to the whole school. Without such 
a man at the head of an Institution of this kind it 
cannot prosper. The teachers should be in accord in 
every respect with such a man. 

When it should be found that a teacher was labor- 
ing only for the money that was in it, he should be 
allowed to depart forthwith. A teacher's whole heart 
must be in his work or he will not be successful. 

Now let us see for a moment how politics inter- 
rupts and retards the successful progress of a school. 
Teachers must be able to concentrate uninterruptedly 
all their energies on their work to produce the best 
good. When a school is under the domination of poli- 
tics there comes a period at every change of adminis- 
tration and even at every state election when the 
minds of the teachers are distracted by anxiety and 
doubt regarding the prospect of losing their positions. 
This usually lasts several months, during which time 
the teacher is unable to concentrate his energies on his 
work, and consequently the pupils must suffer. This 
time to them is almost entirely lost ; it is time lost 
forever, time which they cannot regain. And this loss 
of time affects deleteriously the rest of their lives. 



454 THE ACHIEVEMENTS AND 

This is the necessary result of poHtical interference 
with the appointments in these institutions. 

The fact that the teachers know when . they take 
positions that they are liable to be dismissed at any 
time without cause prevents them from entering upon 
their work with that earnestness and devotion which 
they should feel if this bugbear were not constantly 
before their minds. The same ill effects are produced 
among the officers and employes ; they are distracted 
from their legitimate work by the necessary attention 
which they are compelled to give in the effort to hold 
their positions. If the other party comes, they are rea- 
sonably sure that they must go, and the result is a loss 
of interest in their work and indifference as to whether 
their duties are performed or not. And again, the 
interest of the school must suffer. Any relaxation of 
duty on the part of officers or teachers reflects perma- 
nently and disastrously upon the pupil. 

Suppose that our colleges and universities, Har- 
vard, Yale, our own State University, our medical and 
law schools and theological seminaries had been sub- 
ject to this political interference ; would it have been 
possible for them to have reached the high eminence 
in learning which they have attained ? Let us imagine 
that the high places occupied by the professors in 
these institutions of learning, after they had spent 
years of study of the sciences, literature, and the pro- 
fessions, were given to incompetent persons for the 
sole purpose of rewarding them for their political log- 
rolling in some party. Where would be that high per- 
fection that our professors have reached? Where 
that great advance of science and literature of the 
nineteenth century ? Gone — irrevocably gone, and 



ABILITIES Of THE BLlNt). 45^ 

reigning in their stead would be ignorance, incompe- 
tency, and corruption. 

The effect of this influence is just as disastrous 
upon the lower schools, where the foundation of a 
higher education is to be laid. If it is not thorough, 
the subsequent education will be defective. 

Will there ever come a day when the appointing 
powers will have strength of moral character that will 
enable them to carry out their duties to these institu- 
tions conscientiously and honestly, looking solely to 
their good and not to the building of their own politi- 
cal popularity ? God grant that it may be soon. While 
this Institution is still under the thralldom of this 
political interference, I must say with pleasure that 
the trustees and those in power have shown commend- 
able and creditable wisdom in their management of 
the teachers' department. They have for the most 
part exercised good judgment in their selection of 
teachers. And be it said to their credit that they have, 
regardless of political affiliation, tenaciously held on 
to good teachers. I believe from what I know of 
Governor Nash that he will encourage and sustain the 
trustees in this course as applied to all the depart- 
ments of the Institution so far as lies within his power. 
I quote him when I say that he does not believe in 
making political "foot balls" of these educational insti- 
tutions. 

When these good intentions are manifested on 
the part of the powers that be they should be sup- 
ported, encouraged, and sustained by those to whom 
the welfare of this Institution is most dear. And it 
behooves us to use all the influence in our power to 
aid the trustees in keeping good teachers in their posi- 
tions. We should avoid making applications for posi- 



45^ "THE Achievements And 

tions where there are no vacancies, when the teachers 
are known to be doing good work; we should avoid 
making complaints and unnecessary criticisms. One 
of the most despicable acts I can conceive of would be 
the attempt of one of our graduates or a pupil to sup- 
plant any teacher in the Institution who was known 
to be doing good work, either on the grounds of 
belonging to an opposite political party, or that of 
personal necessity. 

The world is wide enough to give occupation 
without trying to take away from one of our brothers 
a position which he has earned and holds through 
meritorious work. We should be able to rejoice with 
all our hearts at the success of our blind brothers or 
sisters. Nay, more, we should be willing and glad to 
lend a helping hand. Men are appointed on these 
boards of managers for the supposed political pull 
they have. It may be for the reason that they are 
prominent in some religious body, or that they belong 
to a peculiar nationality, or that they edit some county 
paper, or that they are prominent and have influence 
in the local politics of their section. 

My friends, we, the blind people of the state of 
Ohio, could, if we were united in the one purpose of 
benefiting our fellows through this Institution, by 
eradicating this political interference, bring an influ- 
ence to bear which would be not less powerful than 
that spoken of. There are some eight or ten thousand 
blind persons in the state, and those blind persons have 
several thousand more friends whom they could influ- 
ence. I do not advocate a new party or the interfer- 
ence in the least with any political party, only so far 
as it may interfere with the legitimate advancement 
of the school. If we were determined and persistent 



AblLtTtES Ot^ THE BLlNb. 45^ 

we could create a sentiment against these political 
practices by talking with our friends that eventually 
would be a power. We would have a wily enemy to 
combat in the professional politician, whose ways are 
devious, and, unlike the highway robber who demands 
your purse at the sound of a pistol, he shakes hands 
with you and smiles and smirks while he filches from 
you your good name. There is no tie so sacred that 
he will not violate it to accomplish his purpose. He 
is the most urbane, accommodating, and courteous 
individual you could imagine when he wants your 
vote, but after the election ask him a favor ; you will 
find a heart as cold and stony as the adamantine rock. 
In regard to this individual let this be your 
prayer: "God grant that I may never be so fond as to 
trust a professional politician on his oath or bond." 
All ofificeholders are not politicians, but they are neces- 
sarily influenced more or less by the professional poli- 
tician. This is a day of combines and unions for self- 
protection, and there is no reason why we should not 
unite in the noblest work of all, that of helping our 
fellow-creatures. 



400 East Main St. 
Batavia, New York, August 23, 1905. 
Mr. J. W. Welch. 

Dear Sir: Your letter of July 17, has recently been for- 
warded to me by Mrs Little. 

It would give me pleasure to comply with your request 
to prepare a paper on the "Achievements and Abilities of the 
Blind" for your book, but I am obliged to say that the 
condition of my health makes it impracticable for me to do so. 
I trust Mrs. Little may see her way clear to comply with 
your request. 



45^ th£ AcpiIeveMentS anD 

I shall wish to purchase a copy of your book when it 
is published. The memory of the recent reunion at Colum- 
bus will long be a source of exceeding pleasure to me. Be- 
lieve me, \7 • 1 
' Yours smcerely, 

Mrs. Asa D. Lord. 



House of Representatives, U. S. 

Washington, D. C, Sept. 8, 1905. 
Prof. J. W. Welch, Mt Gilead, Ohio. 

Dear Friend : Your letter requesting me to contribute 
an article for your forthcoming book was received a few days 
ago. First let me thank you for considering me among those 
worthy to contribute for such a work, but it is extremely 
doubtful whether I shall be able to comply since first I have 
other matters at hand which must be first disposed of, sec- 
ond, the time is rather short to prepare an article of that 
character for publication; if however I can I will forward 
something by the 20th. If you do not receive it by that time 
you will understand that I have not been able to do it. 

With kindest regards, I remain cordially your friend, 

Henry N. Couden. 



Kansas City, Sept. 18, 1905. 
Prof. J. W. Welch, Mt. Gilead, Ohio. 

Dear Sir: With regard to the writing which you de- 
sired me to do, wish to say that I have been traveling for 
some time past, and will continue to do so indefinitely, and 
it will be impossible for me to comply with the request. 
I should be pleased to contribute, and deeply regret being 
situated as I am in the matter. 

With best wishes, I am, T. B. Runyan. 



ABILITIES OF THE BLIND. 459 

Columbus, Ohio, August 24, 1905. 
Mr. J. W. Welch, Mt. Gilead, Ohio. 

Dear Sir : I write to say I have been out of the city 
fc.- several weeks. Now as to your request, I want to say 
I appreciate it very much, but I can not comply with it I 
am sorry to say. There are many reasons which I will not 
now take time to explain. I might suggest a name or two 
who might have the time to do what you want. Mr. Roberts, 
Mr. E. D. Extine, Mr. Bitzer, Miss Ernst, Miss Austin, or 
Miss Harding. 

Thanking you again, I am. 

Very respectfully yours, 

James E. Foster, 
805 East Main Street. 



Columbus, Ohio, August 12, 1905. 
Mr. J. W. Welch. 

Dear Friend : Yours at hand. Much obliged for your 
invitation to contribute something for your book, but my 
time is so limited and the time given is so short that I shall 
be obliged to decline. You can easily fill your book, no 
doubt, with people of more varied occupations. 

I could only give you the experiences of a music teacher 
which perhaps would make less interesting reading than ex- 
periences of men in other professions and occupations. This 
is the way it looks to me. 

I wish you shining success with the enterprise. 
Yours sincerely, 

John W. Bitzer, 
153 S. Monroe Avenue. 



Washington, Sept. 20, 1905. 
Prof. J. W. Welch, Mi. Gilead, Ohio. 

Dear Friend: Your letter which reached me several 
days ago has been almost constantly in my mind, but I find 
it impossible for me to settle myself to write for your book. 



460 THk ACHiEVEMENTg AnD 

Many calls upon my time, ill health and sickness in my 
family are the reasons, though I am sure the book will not 
suffer in its mission if I am left out, yet I should have been 
glad to have had my say but circumstances have ruled other- 
wise. 

Thanking you for your kindly remembering me and 
trusting that the work will be of great good, I remain most 
cordially and sincerely, 

Henry N. Couden. 



Marietta, Ohio, July 31, '05. 
Mr. James Welch. 

Dear Sir : I received your first letter after a ten days' 
delay because the initials were wrong and there was no 
number, I reached home June 10, full of cold and neuralgia 
and have been using for common beverage doctors' medicine 
ever since. 

My great delay was the getting my picture taken — 
something that I never intended to do but by much per- 
suasion I finally consented to. If I had received your second 
letter before I did your first one, my article would have been 
much different from what it is, but as I had it completed 
before I got the second one, I will not take time to write 
another. If it isn't satisfactory, find room in the waste- 
basket. 

I will gladly assist you in your undertaking and en- 
closed please find the two dollars ($2.00), I will help furtlier 
if it is necessary. g. W. Farmer, 

911 Fort Street, Marietta, Ohio. 



WHEN OUR SCHOOL DAYS ARE OVER. 

BY SAMUEL FARMER. 

"Whatsoever thy hand findeth to do, do it with 
thy might." When a pupil leaves school and enters 




S. W. Farmer, 
Merchant in Marietta. 



ABILITIES OF THE BLIND. 461 

upon the struggle of life he imagines that there is noth- 
ing to do but to let it be known that he has finished his 
education and is ready to accept a position, supposing 
that there are people waiting to give him or her a posi- 
tion in their profession or trade, which ever it may be. 
But days pass on and no one comes to employ 
them. Days, weeks and months pass away and still 
they remain unemployed, still living off the parental 
fund. They become discouraged. They speak with 
one friend, then another, saying, "It seems strange that 
some one does not come to employ me. I would work 
cheaper than others in order to get a start." This 
holds good with the seeing as well as the blind and an 
example I will relate : "A friend of mine graduated 
from one of the most prominent colleges of this state. 
After this he wasted a great deal of time waiting for 
some one to employ him. A year had passed away and 
employment had not been received. He began to tell 
his friends that he was hard up and would be will- 
ing to work for $2,000.00 a year. One day as he was 
telling a friend of his how he stoocf in need of money 
and how he wanted to get employment, he said he 
thought that there would have been many after him if 
they had only known of his ability. His wishes were 
asked for and he answered, "But I stand in need of 
money now and a few dollars would help me, but I 
do not want to ask my parents for it, for they educated 
me so that I might have an opportunity to make my own 
living." His friend turned to him and said, "Why 
don't you be a whatsoever man ?" "What is that ?" he 
asked. "What you find to do, do it." There is noth- 
ing for me to do," he answered. "There is a large cher- 
ry tree, full of cherries, pick and sell." He was horri- 
fied with the idea at first, but his friend who saw that 



462 THE ACHIEVEMENTS AND 

pride was the trouble, urged and at last persuaded him 
to do it. This was the beginning of his career. Step 
by step he avanced until now he has reached the goal of 
his ambition." 

After an educational course- my troubles partly re- 
sembled these. Years of time I wasted, but at last I 
resolved to do something for myself. The first was to 
saw a load of wood for my neighbor. From that time 
I went step by step until now I am supporting myself, 
mother and sister. One of the greatest troubles of our 
pupils is "pride." They cannot follow what they edu- 
cated themselves for, consequently they will live upon 
some friend or charity fund, fearing to do such little 
things as peddling matches, pencils, writing paper, as it 
might lower them in the estimation of their friends, but 
I know by my own experience that it will elevate you 
in the estimation of all good thinking people and they 
will help you to advance and in this way it may be pos- 
sible to obtain the profession that you had prepared 
yourself for. , 

But there is one thing we should never do and that 
is to stand upon the street corner and play the hand- 
organ, for that will disgrace you, as that is the work of 
the lower and lazy class of people. 

"Whatever thy hand findeth to do, do it with thy 
might," but let your moderation be known to all men. 



Columbus, Ohio, August 1, 1905. 

Prof. J. W. Welch, Mt. Gilead, Ohio. 

My Dear Mr. Welch : Your letter with reference to 
a chapter in your proposed book is with me, and its reply 
has been awaiting my return to the city. Now my friend, 
to come to this matter briefly and to the point, I should be 



ABILITIES OF THE BLIND. 463 

most happy to contribute a chapter to your book if such 
ability were mine. 

I am not given to the ink pot and pen, and for me to 
attempt to write anything of authority for broadcast publi- 
cation and general reading could certainly end in none other 
than a failure, and would therefore be consigned to the 
waste basket. 

If it is your pleasure I would like to make a suggestion. 
I am now looking over the papers which were read at the 
reunion, they are now in my hands to be returned to the 
writers. If I have a correct understanding of what you want 
I would suggest that Miss Nellie Sylvus's paper on "Things 
Worth Thinking About" would make a very fitting chapter 
for the book. It is especially prepared to show what blind 
people can do. 

Miss Nellie Wright of W. Farmington has also a paper 
on "Music Teaching for Blind Women" which is ably written 
and might serve your purpose to a nicety, provided they 
would consent to have them used. 

Mr. Frank W. Syler's paper on "Equipped for Success" 
is a masterly production, as is also Mr. Bixon's paper "Over 
Confidence of Youth." If these papers are desirable, and 
you can secure their consent to use them you would have 
in them upwards of oO pages of subject matter. 

I am now sorting them out to return to the writers, 
and I shall be glad to give you their correct addresses should 
you care to correspond with any or all of them. 

As for my contribution, Mr. Welch, I beg to be ex- 
cused for I am convinced that any word of mine would not 
add to the credit of your book. While I thank you for the 
place you offer me and have a full appreciation of your 
kindness, still I must waive the invitation, as not being 
within the ken of my pale or ability. 

I do not want you to understand me as being unkind 
or unwilling to do this work for you, but I really can not. 
Hoping that I have made myself clear on this matter, and 
that success will finally be yours, I remain as ever, 
Yquxs respectfully, 

Edward Roberts, 
■' -'^ ,.,- , . m S. Ohio Aye, 



464 THE ACHIEVEMENTS AND 



CAPABILITIES OF THE BLIND AND METHODS 
OF TEACHING. 

Most people regard the blind as a distinct species 
of the genus homo. They think that by losing one of 
the organs the others are more or less quickened ; that, 
therefore, the intellectual powers are made especially 
acute in some one direction. That "special acuteness," 
as usually regarded, is for music. Some have hopes 
that the child will develop into a musical prodigy like 
the famous Blind Tom ; others think the fields of litera- 
ture will become green pastures and a special talent 
for producing poetry and prose will be developed. 
These fanciful imaginations, no doubt, prey upon the 
child's mind when he is first awakened to the new life, 
in the mastery of the various subjects which he studies 
in his school. This influence often leads some into the 
belief that the world is only waiting for them, and 
their productions will soon become as popular as Uncle 
Tom's Cabin. 

All such should be at once advised and made 
clearly to understand the truth. All young people have 
their day dreams. They see in phantasy the whole 
world spread out before them in panoramic visions. 
Their wishes become the father of them. Sooner or 
later they will realize that "to be" is sterner than "to 
seem." By these miscalculations on the part of the 
parents, friends, and often teachers, the child becomes 
confused and afraid to venture. When failure pre- 
sents itself on one hand they, like drowning men, 
"grasp at straws" and end in utter failure so far as real 
education is concerned. This failure brings disap- 
pointment to the parents as well as to the young man 




Geo. a. Chambers, 
Former Senior Teacher Ohio State School for the BUnd, 



ABILITIES OF THE BLIND. 465 

or the young woman ; and, as a result, they often give 
up and sit down to do nothing. 

I am to discuss the capabilities of the blind. 

To those who do not understand my relations to 
the blind, 1 will say that my experience covers over five 
years of teaching in the Ohio State School for the 
Blind. As a preparation for this work, I was a teacher 
for twenty years in the public schools of our state. 

The capabilities of the blind depend upon certain 
conditions. There are two general classes of blind chil- 
dren, the defective and the non-defective. The non- 
defective blind children are those whose loss of eye- 
sight has not in any way impaired them. They are 
simply defective in sight. In other ways they are 
normal. The bodies and minds are perfectly sound and 
active. As such, they are to be regarded in every way 
as any other children who are physically and mentally 
balanced. 

The defective blind are those whose loss of eye- 
sight has left them impaired either physically or men- 
tally, or both. We have been made to believe that a 
sound mind cannot exist in a weak body. These are to 
be regarded in the same light as seeing children whose 
organisms are impaired. They are defective blind and 
are not normal in their activities. They should be so 
regarded by teachers and parents, who should not ex- 
pect them to walk shoulder to shoulder with the non- 
defective blind. 

These two classes include all grades of defective 
eyesight from totally blind to those with fair eyesight. 
There is another subdivision, the experienced and the 
unexperienced blind. 

All physical conditions being equal, in general, the 
totally blind have equal advantages with those of partial 

30 



466 THE ACHIEVEMENTS AND 

eyesight, and their capabilities are to be considered 
equal. In this discussion, sight is not to be considered. 
Sometimes a little eyesight has a tendency to lead away 
the mind to depend upon the little sight rather than 
upon the deeper subconscious sight with which, not 
only the blind man sees, and sees clearly, but it is also 
that sight which those who have good eyesight must 
use, if they would thoroughly appreciate and under- 
stand the true and deeper meanings. 

Those who are born blind and those who have 
lost their eyesight when quite young, are few compared 
with those who once had good eyesight, saw the light 
and understood color. The remembrance of this sight 
is an experience in common with the seeing teacher and 
the great world at large, and it is a great help in eluci- 
dating certain branches of study. 

The next subdivision includes those who are ex- 
perienced and the unexperienced. 'By the experienced 
I mean all those who have entered into the various ac- 
tivities of life in the home, in the community in which 
they live, in the church and in the school ; those whose 
parents from their childhood have taught them to take 
care of themselves by assisting in the occupations about 
the house. They are made to do as much as possible 
like other children with whom they should freely asso- 
ciate in their play, in their games and in the common 
school. You may ask, "Why send them to school?" 
For the very purpose of acquiring all the experience 
that is possible. Here they will absorb from the teacher 
and the other children much information. Give them 
all the experiences that are possible. Then, should they 
be put under special teachers, they will have a store- 
house from which the teacher may draw inexhaustible 
supplies for illustrating the various subjects. 



ABILITIES OF THE BLIND, 467 

The unexperienced are those who are almost total- 
ly lacking in the experience of the above named class. 
They are those whom the indulgent parents have ex- 
cused from all manual labor and the care of themselves. 
The parent has become the body servant of the child. 
They have done all for the child without ever attempt- 
ing to develop its originality or individuality. They 
have done everything to teach it dependence and noth- 
ing to develop its independence. The child is thus made 
completely blind. Having had no experience in com- 
mon with others, he is circumscribed and very much 
limited in his ability to comprehend what his more ex- 
perienced associates have learned by contact with their 
fellows. The first thing, then, to be done with these 
is to begin to develop the rudimentary condition. Give 
them all the experience possible. The child, seeing or 
blind, which has the greatest amount of proper experi- 
ence of muscle, mind, and spirit, possesses the greatest 
capabilities. 

In the manual trades suitable for a blind man to 
follow, much depends upon the mechanical experience 
the child has received before he begins his trade. It 
shortens the time of learning and makes him a better 
mechanic. The same is true of the student in music as 
well as in the learning of other branches. 

In order that the students in the schools for the 
blind may be aided in getting these experiences, the 
gymnasium serves a good and noble purpose. The 
various exercises with the different kinds of apparatus, 
the movements under the director teaching him the 
different movements, drills and exercises, all tend to 
teach him how to execute the different commands, and, 
above all, it teaches him to obey. 

The objective experiences react in a psychological 



468 THE ACHIEVEMENTS AND 

manner upon his subjective mind, giving him a perfect 
memory and recollection. As a very necessary begin- 
ning for the child, the kindergarten with its games and 
plays is one of the most helpful departments for giving 
the child just what I have been advocating. Here be- 
gins the cultivation and development of his construc- 
tive imagination and the beginning of his language de- 
velopment. 

There are capabilities in every child of which the 
parent and teacher has not yet dreamed. If we could 
regard him as having other than the mere physical and 
intellectual natures ; if we could think of him as having 
a soul as well as a mind ; that he needs love and sym- 
pathy instead of cold facts and mechanical methods; 
that he is capable of an unlimited development; if we 
but thoroughly understood him, then we would be bet- 
ter prepared to train him in the way he should go. But 
it is so often the case that he has been hampered and 
stunted by his home environment that his capacity is so 
limited that the best of teachers may fail in awakening 
him. That matter-of-fact attitude towards him so often 
used by teachers, hinders the proper exercise of his 
faculties. His capabilities develop most rapidly under 
wholesome influences in the home, in the school, and 
in society. Every parent and every teacher should give 
the child such a divine impulse that he would desire to 
do well for the sake of doing well. That he may become 
more capable for the best citizenship, the church should 
do its part. In his "Simple Life," Wagner says, "Edu- 
cation is to make free and reverential men, who shall be 
individual and fraternal." The same arguments for 
developing the blind may obtain for the seeing. Ex- 
cepting sight, all other things being equal, their cap- 
abilities are the same. 



ABILITIES OF THE BLIND. 469 

METHODS OF INSTRUCTION. 

As I am to tell of my own methods of teaching the 
blind, I shall be limited to the advanced work in the 
high school. When the students came to my classes 
they had passed the intermediate grades and some of 
the high school classes. They consisted not only of 
those who had passed through the lower grades of the 
school for blind children, but also of those who were 
too old for these classes because of receiving their blind- 
ness after having had training in the other public 
schools of the state. They, then, consist of these three 
classes : Those prepared entirely in the school for the 
blind ; those partially prepared in the school ; and those 
who have been prepared in the common day schools. 

This gives one a fine chance to make comparisons 
with what is done within and without this school, in 
special preparation. I shall not offer any of these in 
particular. Very little distinction was made in these 
different classes when they came into my department, 
except in so far as to give special attention to the indi- 
vidual as it was needed in the course of instruction. 

Under all circumstances the better we know the 
student's previous training, the better we can under- 
stand him and, hence, the better can we teach him. In 
accordance with this, it has been my plan so to familiar- 
ize myself with each one's personal history that I may 
take due advantage of his habits of thought and pecu- 
liarities. Starting with what the student already knows 
as a foundation, other and better foundations may be 
reared. If the student and the teacher do not under- 
stand each other, it is the duty of the teacher to find 
out what is the student's standpoint and take him upon 
his own ground and lead him, step by step, to the truth 
we wish him to perceive. 



470 THE ACHIEVEMENTS AND 

Without this common foothold no one can edu- 
cate another. Education is the leading forth of the 
mind from a lower to a higher plane by means of 
the experiences which the student and the teacher 
possess in common. The inductive and the deductive 
processes are not to be ignored. The synthetic and 
analytical methods are always at hand. In general 
the methods of dealing with the blind are not dissimi- 
lar to those employed to-day by the best teachers in 
our public schools. The operations of the human 
intellect are the same in all men, and the laws of 
mind apply to the blind as well as to the seeing. Ped- 
agogical laws are as applicable to the one as to the 
other. If this is true, then the best teacher for the 
blind is the one that has had the widest possible expe- 
rience in teaching and a special pedagogical prepa- 
ration for his work. No novice, seeing or blind, 
should be thought of as a teacher for a seeing child, 
much less for the blind. 

In the study of literature and history it is not 
enough to know the bare facts of dates and events. 
The philosophy of history and the problems that 
moved men to do and to write gives the student a 
working foundation. In these branches the blind stu- 
dent will excel the seeing student because of his tech- 
nically trained memory. The mere committing of 
facts and dates may be a good means of exhibiting 
one's class to the visitors or the school committee, but 
it is not the highest kind of training for the student. 

In literature the main object is to become ac- 
quainted with the leading authors. This can only be 
done by study of their masterpieces. This study of 
a few masterpieces of literature will give the student 



ABILITIES OF THE BLIND. 4/1 

a mental and a spiritual uplift that no array of facts 
can do. 

In mathematics the blind student should be led 
by easy inductive steps through the underlying prin- 
ciples, so that his familiarity with them will become 
instinctive. Then they will not forsake him under 
any circumstances. Without this thorough grounding 
the way will be rough and steep, and the continuous 
falling back will discourage and finally cause the stu- 
dent to give up in despair. On the other hand, he will 
grow and develop until he can climb up to the sublime 
heights of the subject. 

With an expert teacher, algebra or geometry may 
be accomplished in ten months' time. Each year of 
my teaching of the blind plane geometry was done, 
and well done. Two classes did in addition to plane 
geometry, solid geometry the same year. I believe 
their conceptions of the subject were equal to any 
seeing classes I have ever taught. Geometry is a 
subject for the reason and not for simple eyesight and 
mechanical construction, 

I am convinced that the subject of arithmetic can 
be so introduced to the blind student, step by step, 
that he will become as proficient in it as his seeing 
brother. One illustration will suffice from my own 
experience. 'A young man could not apparently learn 
square root. The rule had been memorized according 
to custom immemorial. He could recite it glibly 
enough, but, for some reason, he could not solve the 
problems. The matter was referred to me, and I 
invited him to come to see me, that I might test him, 
and, if possible, find out wherein his distress lay. The 
first day or two did not reveal the obstacle in his 
mind. Finally I asked him what was the reason he 



472 THE ACHIEVEMENTS AND 

became confused about the "trial divisor." He 
replied that it did not seem to him to be like the rule 
said. I asked him in what respect. Then he told 
me the real difficulty, "The trial divisor seems to me 
to be on the 'right' side instead of on the 'left' side." 
This fact was a source of annoyance to him. He saw 
it in his mind on the "right"; the rule said the trial 
divisor should be on the "left." I told him not to 
pay any attention to the language of the rule. 

He had the principle in his mind, and the trial 
divisor could be anywhere he chose to see it. From 
that time on he began to solve his problems with some 
degree of skill. We must see with each other if we 
would help each other. David could not battle in 
Saul's armor, but his shepherd's sling and a few small 
stones could slay the great giant. 

In physics we experience very little difficulty in 
understanding the hypotheses and theories. Atoms 
and molecules, the laws of the pendulum and falling 
bodies, friction, heat, and electricity are as easily 
understood by the blind as by the seeing. 

In order to make plain the mechanics of the dif- 
ferent departments of the subject apparatus was used 
freely and the tactual sense responded in about the 
same degree as did vision. The main difference is 
in the time it takes to examine it and get a true con- 
ception of all the parts. 

The experiments in heat and electricity always 
awakened a new thought and thus broadened the 
vision of the material universe and made things under- 
standable to them. The revelations of the principles 
of sound in connection with musical instruments and 
the human voice was another source of pleasure and 
profit to them. In this branch the more apparatus one 



ABILITIES OF THE BLIND. 473 

has the easier it is to illustrate the ideas. Apparatus 
should be made as strong as possible, and it should 
be put together in parts, so that it could be taken 
apart and put together by the student. Thus the 
steam engine, the dynamo, specific gravity apparatus, 
and other contrivances would become more instructive 
to the student. 

The part the student takes in his recitation, in 
the handling of apparatus, does more to fix the sub- 
ject in his mind than anything else the teacher can 
do. The fact that he did it himself stimulates the 
mind and fixes indelibly the principles. 
♦ In regard to languages I would say that when the 
student applies himself from the start to the mas- 
tery of each lesson he is sure to become proficient in 
that study. It is true in the study of Latin, German, 
or Greek, and other languages, the blind student 
always has one advantage over the seeing, and that 
is his technical memory. He has another advantage, 
and that is his concentration of mind. The blind stu- 
dents do on an average in a year's time as much in 
Latin as the average high school class in the same 
time. I made comparisons every year with classes 
in many of the high schools of the state, and, in most 
cases, we accomplished more in the year than they 
did. Every year Collar and Daniel's beginners' book 
was completed, and from eight to twenty chapters in 
the First Book of Caesar's Commentaries were read. I 
know this is extraordinary. But our students are not 
to be classed altogether with the average high school 
boy or girl. Our students are much older, and should 
be classed with young men and women in the academy 
or in the college. Then, in the School for the Blind, 
they have little else to occupy their minds but study. 



474 THE ACHIEVEMENTS AND 

while those of the public schools have much outside of 
school hours to occupy their attention, all of which 
is distracting and checks the progress of the classes. 

What I have given is but an outline of the work 
that can be done among the blind. Much more could 
be done if the school were put on the civil service 
basis and completely differentiated from politics. 
This having been accomplished, with a conscientious 
and thoroughly competent school man at the head, one 
who is capable of seeing all things present and to 
come, backed up by a corps of teachers who hold 
their places because they are themselves competent 
and trained, and not because they have a "pull" with 
somebody, then, and not until then, can our public 
schools reach the highest development possible, much 
less the schools for the education of the blind. 

We have many examples of the capabilities of the 
bhnd. All we have to do is to point to our illustrious 
alumni, whose successes have been marvelous. They 
have become masters and living examples to the world 
that they are capable of managing business, superin- 
tending institutions, filling the pulpit, standing before 
courts, and even sitting as judges, filling seats in the 
legislative halls, practicing medicine, teaching, and 
many other things. All these and more should be- 
come an inspiration to the thousands of others less 
unfortunate than the blind, who are now toiling in 
their youth with noble ambitions to make a success 

'" ^'^^- Geo. a. Chambers (A. M.) 

Columbus, Ohio, October 3, 1905. 



ABILITIES OF THE BLIND. 475 



THINGS WORTH THINKING ABOUT. 

We who, at the beginning of the twentieth cen- 
tury, are called upon to assume the duties and respon- 
sibilities of life have a more difficult problem to solve 
than any other preceding generation. The machinery 
of civilization, as it has been called, has undergone a 
wonderful transformation during the past hundred 
years. The spinning wheel, the stage coach, the few 
scattered sailing vessels have given way to immense 
manufactories, steam and electric railways, and regu- 
lar ocean highways with mighty steamers, villages, 
as it were, hurrying to and fro with every conceiv- 
able kind of freight. We have telegraphs and tele- 
phones and wireless telegraphy. Truly the whole 
world is, comparatively speaking, a neighborhood. 

Out of the old log schoolhouse, with children as 
many as it could hold all crowded together on long 
wooden benches, where they received very indifferent 
instruction in reading, writing, spelling, and cipher- 
ing, ofttimes under the direction of teachers whose 
principal qualification seems to have been their unfit- 
ness for other vocations, has grown our present sys- 
tem of free popular education, extending from the 
kindergarten to the university. True, in the old days 
there were colleges — Harvard, Yale, Princeton, 
Williams — but they were for the few, not for the 
many. The importance of giving the youth in general 
of the present generation the advantage of special 
training, that they may attain the highest degree of 
success in the various walks of life is now generally 
understood. Hence we have business colleges, regular 
courses in domestic science, agriculture, science, and 
the arts. 



47^ THE achiev|:ments and 

Truly the truth of the survival of the fittest is 
being demonstrated now as never before. Only the 
strenuous life can hope to accomplish anything. In 
the complex life of to-day scarcely a vestige of the 
simplicity of our forefathers' mode of living remains 
to us ; our necessities are more numerous than their 
luxuries. Indeed, the problem of obtaining the real 
necessities is becoming an increasingly serious one. 
One trembles for the masses when one considers that 
the increase of the cost of living during the last ten 
years has been greater than that of the income of the 
average wage- earner. The indications are that do- 
mestic economy is destined to occupy no small place 
in the thoughts of intelligent men and women. I 
sometimes wonder if a part of the solution of the 
whole matter does not lie in leading both the simple 
and the strenuous life, simple in taste, in food, in 
dress, in pleasures ; strenuous in thought and labor. 

How shall we, flung as we are into the very midst 
of a veritable caldron containing the striving, strug- 
gling throng of bread-winners, with limitations, suc- 
ceed in not being completely overwhelmed? What 
method shall we pursue; what vocations follow? 
How can the way of life be made plainer both to our- 
selves and to coming generations of the blind? 

Just here my heart and head fail to act in uni- 
son. I do so want to make some practical suggestion, 
say something that will be really worth thinking 
about. But inclination and ability to do a thing are 
not infrequently at great variance. 

I am more and more impressed with the idea that 
a strong national, if not international organization, 
such as the H. E. & G. I., which meets in Saginaw, 
August 2 1st to 25th, is intended to be, would be the 



ABILITIES OF THE BLIND. 477 

most effective means of simplifying many of the ques- 
tions at issue, as it would bring our people into closer 
bonds of sympathy with one another and enable us 
to ascertain the needs of and what is being accom- 
plished by the blind in different localities. Delegates 
should be sent to these conventions and reports of 
their proceedings read and discussed at the meetings 
of our alumni associations. Then, too, a well-regu- 
lated, progressive organization of this character 
should have its periodical, quarterly, perhaps, devoted 
exclusively to the discussion of subjects pertaining to 
the interests of the blind. 

Under the same management is needed a well- 
equipped employment bureau. This problem of 
employment is indeed a knotty one to solve ; neverthe- 
less, after careful consideration and some investiga- 
tion, I am persuaded that the correct method of solu- 
tion, namely, a greater variety of occupation, has been 
discovered. But the working out of the details bids 
fair to be a somewhat tedious process. It has been 
demonstrated both here and elsewhere that massage 
can be successfully practiced without sight. Here is 
an opportunity that must not be neglected; but there 
is a broader field that may be developed, that of the 
attendant or companion in cases of confirmed invalid- 
ism, or, indeed, in all cases of illness except, perhaps, 
severe attacks of fever, where temperature is required. 
Even this difficulty might possibly be overcome, to^a 
great extent at least. The greatest obstacle in the 
way is the training necessary for proficiency in this 
special branch of labor. This must be a practicable 
suggestion, coming as it does from a physician who 
has had ample opportunity to understand the capa- 
bilities of the blind. 



47^ THE ACHIEVEMENTS AND 

The professional and business world is more dis- 
posed to give us the right hand of fellowship than 
ever before. This has been brought about by ener- 
getic, persevering, intelligent men and women going 
forth as pioneers, and by actual demonstration proving 
their ability and compelling recognition. 

I am somewhat surprised that more of our num- 
ber are not engaged in mercantile pursuits. The ave- 
nues of employment for the agent and the commer- 
cial traveler are continually widening, and those who 
feel that they must earn a livelihood by manual labor 
will find their sphere of usefulness growing broader 
instead of narrower. The improvement in modern 
machinery makes it possible for many kinds of ma- 
chines, such as the box corner cutter, the automatic bolt 
and paper bag machines, to be run so nearly automat- 
ically that their successful operation depends upon 
close application rather than sight. 

This one fact must be constantly borne in mind, 
that the education of the blind has not progressed 
many steps beyond the experimental stage. It is 
scarcely a century and a quarter since the good priest. 
Abbe Hauy, in 1784, conceived the idea that the blind, 
if educated, could become useful factors in society, 
and through his influence the Royal French Academy 
was established, a school which has always occupied 
a prominent place among the institutions of its kind 
in the old country, while our education in Ohio is not 
yet three score years and ten old. Much has been ac- 
complished ; more remains to be done. It has been 
proved beyond a doubt that a normal blind child enters 
life on precisely the same footing with a normal seeing 
child, except sight. The late William Chapin got at 
the heart of the matter when he said : "The education 



ABILITIES OF THE BLIND. 479 

of the blind is simply the results obtained by all 
rational systems of instruction. With intellectual fac- 
ulties equal in every respect to those of seeing persons 
and as capable of acquiring a knowledge of the useful 
and liberal sciences and of the mechanic arts, they 
stand forth with the rest of the human family rational, 
intelligent, responsible beings. They ask not the 
chilling voice of pity, not the pittance of cold charity, 
but that their present opportunities may be continued 
to them of maintaining their independence by their 
own talents and industry, and thus, by full and proper 
development of their energies, moral, mental, and 
physical, of enabling them to take an equal station in 
life on the same platform with their fellow beings." 
Ossian King says: "The purpose of real educa- 
tion have found a new meaning in the newer and more 
comprehensive ideal of training for social efficiency. 
From time to time, therefore, changes in our school 
curriculum must be made, that the growing needs of 
the pupils may be met. The foundation is being made 
for a broader language study. As teachers of lan- 
guage the blind are less handicapped than in many 
other occupations. Those who manifest ability in that 
direction should be given special training in jour- 
nalism. A short, comprehensive business course 
should be introduced. It is unjust to our young men 
and women to permit them to leave school without a 
knowledge of the actual requirements of the business 
world. We must have systematic instruction in do- 
mestic science, that our girls may comprehend the 
true dignity of home keeping and be in a position, 
when going forth from the institution, to be such use- 
ful members of any household that their presence 
there will be considered a privilege, not a burden. 



48g the achievements and 

Just here I want to emphasize the importance of 
becoming skillful in the use of the needle. Every nor- 
mal blind woman can do practically all her own sew- 
ing. No special talent is required, simply patience 
and perseverance. In other schools for the blind 
throughout the country hammock and net, carpet and 
rug weaving, willow and Sloyd work are being suc- 
cessfully taught. 

Under existing conditions our dear old O. S. 
S. B. and the School for the Deaf will never be given 
their proper places among educational institutions; 
the best results cannot be obtained, neither will their 
graduates receive due recognition from the public at 
large. They must be removed from among the seven- 
teen charitable and penal institutions of the state and 
made a part of the common school system. In the 
State School Laws, paragraphs 354 to 356, the duties 
of the school commissioner are defined. He is sup- 
posed to have direct supervision over all educational 
institutions supported by taxation. What is our alma 
mater? A home, a hospital, an asylum, or a school? 
All our most prominent educators unite in saying that 
the greatest obstacle in the way of the highest devel- 
opment of any school for the blind or deaf will be 
removed when it is placed on the same basis with other 
schools. May we not all be of the same mind on just 
this one point and make a combined effort to bring 
this about? 

Several years of constant contact with all sorts 
and conditions of people have imprinted indelibly — 
burned with fire, as it were — this thought upon my 
mind : that the blind, above all others, need to culti- 
vate courtesy and refinement of manner, because any 
eccentricities in manner or in dress are noted^ com- 




J. Frank Lum, 

President Alumni Ohio State School for the Blind. Elected 
June, 1905, for a term of Five Years. 



ABILITIES OF THE BLIND. 481 

merited upon, and attributed to lack of sight, and no 
small part of our allotted task seems to be the impres- 
ing upon the mind of the public the idea that normal 
blind men and women have the same interests, the 
same hopes and aspirations, the same responsibilities 
as their seeing brothers and sisters. Philip Sidney 
defines gentlemanliness as "high, erected thoughts, 
seated in a heart of courtesy." After all, the chief end 
in life is the development of worthy character. We 
want to be such straightforward, honest, upright 
noble men and women that our fellow citizens can not 
but have confidence in and respect for us. Shake- 
speare expresses the thought better than I can : 

"This above all; to thine own self be true. 
And it must follow as the night the day, 
Thou canst not then be false to any man." 

Nellie C. Sylvus. 



WHAT ARE THE RESULTS OF EDUCATING 
THE BLIND? 

It is the aim of all schools for the blind to make 
their graduates independent and self-supporting. In 
Ohio seventy per cent, of our graduates are partially 
or wholly self-supporting. In this connection I wish 
to quote the language of the Rev. George L. Smead, 
who lor thirty years was the superintendent of the 
Ohio school, and who, by common consent, was ac- 
corded the first place in the American Association of 
Instructors of the Blind. Mr. Smead says: "Our 
graduates will be found in this state and in other 
31 



482 THE ACHIEVEMENTS AND 

states succeeding in supporting themselves wholly or 
partially by the trades and professions for which their 
training here has fitted them. Some have had pecul- 
iarly good success in business; some have gone on 
with their education through college with marked abil- 
ity; many have succeeded as teachers of music and 
literary studies. Some have failed, of course; many 
persons with sight fail in the struggle of life, but a 
fair average will show that the graduates of these 
institutions stand well in the world as men and women 
of intelligence and character." 

There are some things, to be sure, which blind 
people can not do. They can not paint portraits, run 
express trains, or succeed in long distance gunnery; 
but there is a surprisingly large number of things 
which, when supplemented in some slight degree by 
the services of those who have sight, the blind can ac- 
complish with a satisfactory degree of perfection. 
Their work in almost every field, when all elements 
are considered, is on a par with that of their seeing 
competitors, for what is lacking in mere outer mechan- 
ical work is over and again compensated for by the 
keenness, quickness, and thoroughness of the inner or 
abstract side of the work. They are to be found in 
every vocation, taking their places beside those who 
enjoy the advantages of sight — advantages which can 
not be computed. Were I disposed, I could recite to 
you in proof of the foregoing statement a list of our 
blind heroes reaching from Homer, the bard of an- 
tiquity, down to the present blind chaplain o'f the 
American Congress. 

The education of the blind is of a twofold charac- 
ter. On the one hand, our students are to be prepared 
Jjy careful training for the practical business of life, 



ABILITIES OF THE BLIND. 483 

and on the other hand we must in some way educate 
the seeing world to appreciate and understand what 
the bhnd are capable of doing. The per cent, of self- 
supporting blind would be greater were it not for the 
erroneous notion that for centuries has possessed the 
world that blind people are in consequence of their 
infirmity helpless and unable to perform their part in 
the duties and business activities of life. Our people 
excite more sympathy and genuine kindness than any 
other class. No respectable blind man ever goes out 
upon the streets or rides any distance on a railroad 
train that he is not the recipient of many courtesies. 
Humanity has its good side, and that is the side that 
is ever turned towards the blind. It is not because 
the public is not benevolent and even generous, but 
because the world does not understand the conditions 
of blindness and what is being done in the way of 
educating this class, that often makes their path 
thorny and steep. 

It is so hard to inspire a community with the idea 
that a blind man is capable of assuming the respon- 
sibilities of citizenship, unless it is when he awes his 
neighbor a debt or wishes to make a purchase. My 
experience has been that the public is always ready to 
demand as much or more from me than it demands 
of the man with sight who stands beside me; but if I 
ask for patronage there is a very great distinction in 
my seeing brother's favor. My experience is only 
that of every blind man who tries to earn a livelihood 
either by head work or by hand work. I do not mean 
to complain. No one is to blame. It is the result 
simply of the social conditions under which we live. 
We ask merely that when a blind person of intelli- 
gence and character seeks support and patronage in- 



484 THE ACHIEVEMENTS AND 

business transactions that he be given equal considera- 
tion and an equal chance with his seeing competitor. 

An ex-governor of Ohio once said that he failed 
to see the good results of educating the blind, as so 
many of them might be seen on the street corners 
begging. Such a remark shows that the ex-governor 
did not understand the question. In the first place, a 
very small per cent, of those who are unfortunate 
enough to lose their sight ever get into a school, and 
the blind whom we see on the street corners are not 
graduates of the Ohio institution. In the next place, 
the benevolent institutions of our own and other states 
are in a measure damned by being in the hands of 
partisan politicians and place hunters. One of the evil 
consequences is that many of those admitted into these 
institutions are in no sense qualified to receive an edu- 
cation. They are admitted contrary to law to please 
some person who has political influence, and thus it 
is that we have a class of pupils who in no way exem- 
plify the work done. Politics in our public institutions 
is the sure poison of their life blood. 

In reviewing the question, "What are the results 
of educating the blind?" let me say that it is found 
by actual computation that large as the sums of money 
are, expended in founding and maintaining schools 
and institutions for the blind, the education which 
makes a fair proportion of them self-supporting is a 
great saving to the state. I repeat that the fruits of 
our work in the American schools will abundantly jus- 
tify the efforts put forth and the money expended 
in this direction. 

We are making independent and useful men and 
women of a majority of our pupils. These schools 
and institutions of learning are a great boon to this 



ABILITIES OF THE BLIND. 485 

portion of suffering humanity, for through them the 
glories and joys of literature and art are unlocked for 
thousands of our blind people whose lives would other- 
wise be unspeakably dark and wretched. The value 
of the results which such institutions are securing can 
not be measured by any earthly standards with which 
we are familiar. So long as education has any mean- 
ing, so long as it is worth while to make a practical 
application of Christianity, so long as progress is ad- 
visable, just so long there will be incalculable good in 
the results of educating the blind. 

J. Frank Lumb, 

Second Senior Teacher, Ohio School for the Blind. 



EXPLANATORY REMARKS. 

I have given the foregoing addresses, papers, 
essays, and discussions as examples of the abilities of 
their respective authors. I have also inserted mat- 
ters of those to whom I had written for articles, and 
there are quite a number of others to whom I have 
written who have not answered. I did expect to give 
some of the productions of our last reunion (held in 
June last). I wrote to several of the authors for this 
purpose, but failed to get any response to my letters, 
so you see I am compelled to omit them because of 
not having them to insert. I deeply regret this, as 
there were some most excellent and able productions 
which would have not only been read with great inter- 
est, but would have illustrated the talent and ability 
of their respective authors as well as of the doings of 
our association. There are many ways in which these 



486 THE ACHIEVEMENTS AND 

reunions could be of great benefit to not only the 
blind but to the seeing, in helping both classes to be- 
come more closely united in their business relations as 
well as in their social relations with each other. One 
particular way in which these results could be brought 
about is to have the proceedings of our association 
published throughout the state in the county news- 
papers, article by article, from time to time, as it might 
be convenient. This would (I think) create and keep 
alive an interest in the minds of the readers which 
would aid materially in eradicating from their minds 
those prejudices which otherwise might remain, I 
also regret not having received photographs of differ- • 
ent members of the alumni to be inserted in the book. 
It would not only have been of interest to the readers 
in general, but would have been a source of great 
pleasure to the friends and relatives in years to come. 

In making the various selections from the differ- 
ent reunion reports, I have endeavored to choose those 
which would give to the public the greatest amount 
of correct information concerning the abilities of the 
blind, in literary production as well as in their respect- 
ive business pursuits. There are quite a number of 
those who have gone forth from our school and entered 
in the race and conflicts of real life and have been suc- 
cessful, whose names are not mentioned, from whom I 
have endeavored to obtain some account at least of 
their personal experience and success, but I have failed 
to. get any response to my inquiries. 

I trust that no one of our members will think that 
I have used partiality in regard to my selections or in 
anything which I have said or done. I extended a 
public invitation at our last reunion for individual 
contributions in the way of written articles for the 



ABILITIES OF THE BLIND. 487 

book, but few responded, for which I am truly sorry, 
as they would have added to the interest of the work 
as well as been greatly encouraging to the blind who 
are about to start out in life's struggle. • But what we 
can not procure we must do without. I would have 
been better satisfied, however, if I could have received 
the written contributions and photographs which I 
tried to get. I will now proceed to write the closing 
chapter, which will contain some interesting points on 
different subjects, which will, I hope, awaken the 
minds of both blind and seeing to the facts which have 
heretofore almost escaped notice, but which are of 
vital importance to the public at large. 




CHAPTER XXVII. 

I have given briefly in previous chapters the 
achievements of the blind, but it must be remembered 
that there are many blind men and women in other 
states and in other nations whose achievements and 
abilities are as great and noteworthy as those of our 
own state. If it were practical, I would recommend 
a national alumni of the blind, their reunions to be held 
at least once every five years. Such an association 
could do much in many ways to advance the general 
interest of the blind. 

The education of the blind is no longer an experi- 
ment but an established fact. Not only has it been 
successfully proved to be possible but absolutely a 
necessity. The highest walks in life are attainable 
for them if they are properly equipped for the struggle 
which awaits every contestant who enters the race 
to win. It therefore behooves each one of us to use 
every available means within our reach to do every- 
thing possible to advance the more perfect education 
of the blind as a requisite to usefulness and success. 

Do not let the almighty dollar loom up before you 
as the only incentive to stimulate you to exertion. 
There should be something higher and more noble 
and grand to urge you on in the pathway of duty and 
usefulness in your life's work. If success is measured 
by dollars and cents alone, then the robber and the 
murderer deserve more credit than any others who 
have striven honestly to fight life's battle. But, hap- 
pily, such is not the case; money is a necessity, but 
not the only thing worth living for. 

(488) 



ABILITIES OF THE BLIND. 489 

Usefulness to others and our own happiness, as 
well as the happiness of others, are great incentives 
to a useful and happy life. To enjoy true happiness 
one must be conscious of doing good to others as well 
as affording them pleasure. Our greatest degree of 
happiness is attainable only by promoting the general 
good and happiness of others. Therefore we should 
seek after the most perfect education of the blind that 
these ends may be successfully gained. 

It may be in order just here to say a word to the 
pupils in school. It is not only absolutely essentia 
that you be diligent in the pursuit of your studies, but 
that you also have a fixed purpose in view respecting 
your life's work after your schooldays are over 
Choose that avocation for which your abilities most 
eminently qualify you. Then with a firm determina- 
tion enter upon your life's work, not stopping to give 
heed to the many discouragements which your friends 
mav tRrow in your way. By so doing you will 
strengthen your own energies, surmount difficulties 
atid overcome obstacles with which your pathway will 
be strewn. Then vour achievements, whatever they 
mav be, will reflect credit and honor upon you, and 
vour friends will see what your condition m life would 
have been had vou given heed to their advice. 

\ word to the teachers of the blind. It should 
be vour highest aim to diligently study the abilities 
and the necessities of your students, and give most 
attention to the improvement of the most prominent 
talents and so direct their mental development that 
their success in future life may be certam so far as 
vour efiforts can secure it. 

' To the graduate I would say : Let not your hopes 
and aspirations carry you away into fields of imagi- 



490 THE ACHIEVEMENTS AND 

native bliss, but make up your mind to meet all opposi- 
tion with courage and determination to conquer. 

Be earnest and honest in your work, respecting 
the rights of others, and thereby gaining their respect 
for yourself, thus laying a firm foundation for a grand 
and noble character, which is the greatest essential to 
usefulness and success, remembering always that God 
helps them who try to help themselves. 

Be kind and courteous to all, exercising patience 
at all times and under all circumstances, for you will 
find by so doing you will succeed far better than you 
otherwise could, for you will come in contact with all 
varieties of people, some highly educated, and cul- 
tured, others kind hearted but not so well informed, 
and still others very egotistical as well as very igno- 
rant. You may have business with all classes, so you 
must make up your mind to take them as they come, 
rendering equally good service to each in their respec- 
tive requirements at your hand. 

Before bringing this chapter to a close I wish to 
say for the benefit of those who have met with reverses 
and are possibly on the verge of giving up all hope 
of achieving success, that during my fifty years of 
public life I found the great secret of success was 
energy. Never quit ; never give up ; never look on the 
dark side. No matter how dismal the prospect seemed 
or how rocky the path had been, I never allowed 
myself to become disheartened or in any way discour- 
aged. The average man is too willing to let well 
enough alone, instead of making his business a constant 
study with a view of devising some new method of 
conducting it, he is liable to sit down with a self- 
satisfied conviction that so long as he is holding his 



ABILITIES OF THE BLIND. 49I 

own he should be satisfied. No man can make a 
greater mistake than to adopt these old fogy ideas. 

The idea of being satisfied with their lot, I 
believe, has kept many men from progressing. It 
requires no energy whatever to let well enough alone; 
it is a very easy resolution to make and not a hard one 
to keep, and like the bad luck excuse is likely to afford 
much satisfaction to those who are not ambitious to 
push ahead. I believe every man should build up his 
hopes and aspirations, not to extremes, but so far as 
to elevate his ideas to a realization that a mere living 
should not satisfy him through life and nothing short 
of the best paying and most prominent position would 
gratify him. The young man starting out in life who 
for a while succeeds in holding his own, or possibly 
meets with reverses, should be manly enough to find 
fault, but he should be too much of a man to remain 
satisfied with a bare living. 

I have perhaps dwelt at sufficient length on this 
subject, hoping that what I have said will be encour- 
aging to those who have met or those who may meet 
with obstacles in their pathway as well as stimulate 
others who are already fighting bravely the battle of 
life. Remember, if I have said anything or made any 
suggestion which does not meet the approbation of the 
reader, you have a civil right to differ with me, for 
every one has a right to his or her opinion. Experi- 
ence is worth something in life. I have had more than 
fifty years, from which I have drawn the foregoing 
conclusions. I have aimed in all that I have written to 
promote the highest interests of the blind as well as 
to eradicate all prejudices from the minds of the see- 
ing. 

I will now revert back to where I left off in the 



49^ THE ACHIEVEMENTS AND 

sketch of my life. In 1892 I returned to Clarke 
county and resumed music teaching and giving enter- 
tainments occasionally. 

In 1895 our two remaining daughters were mar- 
ried. Alta May was married to Stanley R. Smith, Sep- 
tember 1 8th, and Minnie Floy was joined in wedlock 
to Fred E. Pinyerd, December 25th. This left us 
with but one child at home, our only living boy, John 
William. We engaged in buying and delivering hay, 
oats, corn, and potatoes for the Dayton market. This 
we followed till 1898, when we began manufacturing 
and selling condition powders, and later in the same 
year we purchased one of Edison's home phonographs 
and again went to giving public entertainments, using 
the phonograph merely as an auxiliary, the main 
object being to demonstrate the almost infinite inven- 
tive genius of the human mind. It is most certainly 
the greatest and most wonderful invention the world 
has ever known. Permit me to state in this connec- 
tion that a blind person can learn to manipulate the 
phonograph or the graphophone as well as one who 
can see. We continued in this business until 1902. 

Our youngest daughter died, June 29th, 1901. 
My wife and I then went to the home of Minnie and 
Fred in Mt. Gilead, where she remained until June, 
1902. I stayed there till October, 1901, when my son 
and I resumed traveling. We met with good success. 
We followed this business until the following April, 
when I returned to Mt. Gilead to join my wife, and 
John W. went to Darke county to work on a farm. 
He had had a very strong attraction in that direction 
for two years previous to this time, the magnet being 
the person of Miss Christena May Stocksdale, the 
daughter of Larkin Stocksdale, one of th"e foremost 



ABILITIES OF THE BLIND. 493 

farmers of that county. Her mother, Mrs. Nancy 
Stocksdale, formerly Miss Nancy Miller, we had known 
for a number of years prior to her marriage. Time 
rolled on, and love grew stronger, and on the 4th of 
July, 1902, John W. and his best girl went to Newport, 
Ky., and were then and there most happily joined in 
wedlock. 

This left us for a time without a child at home. 
But there was a change soon in the number of mem- 
bers in the family. Our son and his wife came home 
to live. This was very fortunate for us, for my wife's 
health had been failing for some time, and we thought 
by resting she would recover her usual strength ; but 
we were doomed to disappointment. She gradually 
grew weaker, but was able to be about, and would do 
what work she could, although we tried to keep her 
from work of any kind. She was naturally of a 
bright and cheerful disposition, which had a tendency 
to brace her up. On the 24th of December, 1902, I 
was taken ill with an attack of what is commonly 
called la grippe, from which I did not recover till in 
February. My wife was taken sick about the middle 
of January, 1903, with the same disease and was not 
able to be up until in February. 

We, together with our son and his wife, moved 
to Morrow county on the i8th of February, 1903, on 
a farm two miles north of Mt. Gilead, where we lived 
till the next December. My wife's health somewhat 
improved for a time, but the death of our daughter 
still preyed on her mind so much that she constantly 
worried, which prevented her gaining much strength. 

On the I St of August, 1903, there was a new 
comer in the family in the person of a fine nine-pound 
boy, born to John W. and his wife, whom they named 



494 ^HE Achievements and 

James Varner Welch. On the 22d of July, 1903, 
there was born to Fred and Minnie a fine daughter 
about the same weight. These new comers had the 
effect to cheer my wife up. For some time she would 
go to and fro to see the grandchildren. We moved to 
Mt. Gilead the ist of December, 1903, our son having 
received an appointment as rural mail carrier on 
Route 3. We were all getting along nicely when, 
about the middle of February, 1904, my wife was 
again taken sick. She was confined to her bed for 
a short time, but was not able to be out of doors for 
several weeks, but she gained strength as the weather 
moderated and spring opened up. We began to hope 
for the best, as she seemed to grow better. She was 
able again to walk back and forth from our home to 
that of Fred and Minnie. 

Our daughter-in-law, my wife, and I arranged 
to have a surprise on Mrs. Pinyerd on the 22nd of 
July, which was her birthday. My wife went down to 
Minnie's on Wednesday, July 21st (we lived about 
nine squares apart), which was the little granddaugh- 
ter's birthday (she being named Floy Catherine, Floy 
for her mother and Catherine for her grandmother) ; 
so you see the surprise was rather a double affair. 
The crowd gathered about half-past ten o'clock, tak- 
ing Minnie and Fred both completely by surprise. We 
had a grand good time, my wife taking part in sing- 
ing and the general festivities of the day. She sang 
as w-ell that day as I ever heard her sing. This was 
on Thursday. She remained there, intending to come 
home on the next Sunday, but when Sunday came, as 
she was preparing to start home she was taken sud- 
denly ill and was not able to sit up again for nearly 
three months. She did not get home until the first 



ABILITIES OF THE BLIND. 495 

week in December. She remained at home until 
about the first of January, 1905, when she returned 
to Mrs. Pinyerd's to stay with her for company. Her 
husband (who is a carpenter) went to the country to 
work. He expected to be gone from Monday morn- 
ing till Saturday night. She intended to come home 
in the course of two or three weeks, but before the 
time for her coming home had arrived she was again 
taken worse and never was able to get home again. 

She got so she could sit up for some time, but 
not able to go out of the house. On the 29th of Jan- 
uary, 1905, she and I, with the two little grandchil- 
dren, our namesakes, had our pictures taken, which 
are inserted in this book. The artist came to the 
house to do the work. That was the last day that she 
was able to get to the table for her meals. She sat 
up a few times afterwards, but a very little bit at a 
time. She had all the medical attention that could 
be given, but to no avail ; the physicians could not 
determine any organic disease ; a general nervous 
prostration was the great trouble which sapped the 
vitals of Hfe. She continued to grow weaker daily, 
but she would insist on reading for me as I went down 
every day to see how she was getting along. This- she 
kept up until within three weeks of her death. About 
that time I went down and stayed the most of the 
remaining time that she lived. 

About the 8th of March I 'phoned to our daugh- 
ter Viola, who lives at New Carlisle, for her and Liz- 
zie, who lives in Dayton, to come up if they wished 
to see their mother alive. They came that night and 
remained until she died, which was on the 20th of 
March, 1905. She suffered intensely during her last 
illness, but was constantly talking of a better home 



49^ THE ACHIEVEMENTS AND 

on high and exhorting each one of us to live so that 
when we were done with the toils and cares of life 
we should meet her in heaven. Her faith and Chris- 
tian strength never failed her. Just a few evenings 
prior to her departure she wanted us to sing. We 
sang two or three of her favorite hymns, "The Land 
of Beulah," "Take the Name of Jesus with You," 
and "Give Me the Wings of Faith to Rise," and she 
joined in singing, which did not appear to worry her 
in the least. 

Her unwavering faith and confidence in God and 
in her Savior, Jesus Christ, were with her till the last 
moment. She left a testimony of the goodness of 
God and His power on earth to forgive sins which can 
not be gainsaid by the most skeptical. We deeply feel 
the loss of one whose Hfe had been a great blessing to 
all of us. As a wife she was most devoted. She was 
more than wife to me; she was eyes for me; she was 
my counselor and in many things my guide, never 
flinching from whatever duty devolved upon her as 
wife or mother. She was a consistent Christian from 
her childhood. We had lived together for more than 
forty-seven years. We mutually shared each other's 
joys and sorrows. Words are entirely inadequate to 
express the great sorrow which I suffer in conse- 
quence of her departure; but while I miss her more 
than words can express, I know that she is beyond 
sickness, sorrow, pain, and death. 

She exhorted each member of the family to meet 
her in heaven, and each one made her a solemn prom- 
ise to do so, which greatly rejoiced her amid her pain 
and suffering. Her death was tranquil in the highest 
degree; not a struggle, but she drew her last breath 
and quietly fell asleep in Jesus. 



ABILITIES OF THE BLIND. 497 

I will insert her and Aide's obituaries on this 
page. Before closing, I wish to say that R. W. Bell's 
obituary will appear in this book. As he had been the 
faithful Steward of the Ohio State School for the 
Blind for a number of years, he had by his kind acts 
and words endeared himself not only to the students, 
but also to the greater number of the members of our 
alumni. Therefore I thought it proper to insert his 
oibtuary, together with other remarks written to his 
memory, knowing they would be read with pleasure 
by all who knew him. 



OBITUARY OF MRS. LUCINDA CATHERINE 
WELCH. 

Mrs. Lucinda C. Welch was born in Highland 
county. May 6th, 1835, the youngest daughter of Wil- 
liam and Margaret Higgins. She joined the Meth- 
odist Episcopal Church at the age of twelve. She 
was married to Rev. Joseph C. Reed, a member of the 
Cincinnati Conference, September 14th, 1852. To 
this union was born one daughter, Mary Elizabeth 
Reed, who is now Mrs. W. R. Hammer, of Dayton, 
Ohio. Rev. Joseph C. Reed died, December 226., 1854, 
She was united in marriage to Prof. J. W. Welch, 
December 13th, 1857. To this union were born two 
sons and four daughters, one son and two daughters 
preceding her to the better land. Her life was one of 
practical Christianity, full of loving words and deeds 
of kindness to all with whom she was associated. As 
a mother her love to her children knew no bounds. 
No task or labor was too difficult for her to perform 
33 



498 THE ACHIEVEMENTS AND 

for their comfort and benefit. As a wife, most de- 
voted, kind, and affectionate, always smoothing the 
pathway of life with words of cheer and comfort and 
acts of kindness. For some years she had been in deli- 
cate health, yet she never lost sight of her dear Re- 
deemer and his precious promises, and during her 
last sickness she rejoiced in hope of immortality and 
eternal life, of joining with her children in singing the 
praises of God. She exhorted her husband and chil- 
dren to meet her in heaven, her language being most 
impressive. She passed peacefully away, March 20th, 
1905, aged 69 years, 10 months, and 14 days. She 
leaves a husband, three daughters, one son, two sons- 
in-law, one daughter-in-law, eleven grandchildren, and 
two great-grandchildren to mourn her loss. 

Farewell, thou most precious mother, 

Farewell, thou beloved wife; 
Thou art only just another 

Gone to share Eternal Life. 

We will follow in thy foot-steps. 

All along life's rugged road. 
And remember all thy precepts, 

Teaching us to trust in God. 

O thy memory we will cherish, 

And thy acts and words of love; 

Not a thought of thee shall perish 
Till we meet in Heav'n above. 

The above obituary was the loving tribute of her 
bereaved husband. The funeral services were con- 
ducted by the Methodist Episcopal pastor, Rev. Per- 
sons. Scripture text. Psalm 23, was encouraging to 
and promotive of a triumphant life and death. She 
rests in Rivercliff Cemetery, Mt. Gilead, Ohio. 



ABILITIES OF THE BLIND. 499 



OBITUARY. 



Alta Mae Smith, daughter of Prof, and Mrs. 
L. C. Welch, was born at West Baltimore, Ohio, Oc- 
tober 5th, 1877, was reared under religious influences, 
and when but a child was a great lover of the Sabbath- 
school and also the public services of the church. This 
grew and stayed with her through childhood, and in 
womanhood. She learned early in life to pray at her 
mother's knee ; the habit of secret prayer she kept up 
through life. She was of a cheerful disposition which 
soon won her a host of friends wherever she was 
known. To know her was to love her. She was 
united in marriage to Stanley R. Smith, September 
18th, 1895, and to this happy union there was born 
one son, Russel Hays Smith, on July 13th, 1896. Their 
married life was one of joy and pleasure, both being 
frugal and industrious ; the future loomed up brightly 
before them. For some time past she had been ailing, 
but without much complaint, until on the night of 
the 26th of June, when her suffering became intense. 
Her husband, father, and mother gave her all the 
attention possible. The next day, June 27th, she ap- 
peared better and assisted some in the household 
duties. On Friday she appeared worse, and the phy- 
sician was called. From that time all was done that 
medical skill could do, but the will of God was other- 
wise, and at seven o'clock Saturday evening, June 
29th, she passed from the world of sorrow and suffer- 
ing to one of eternal joy and bliss. She bade husband, 
child, and mother farewell, and told them to kiss the 
rest good-by for her and tell them to meet her in 
heaven. She then put her arms around her husband's 
neck and made him promise to meet her in heaven; 



500 THE ACHIEVEMENTS AND 

then she said to her mother, "Oh, ma, everything looks 
so bright and cheerful over there," then kissed them 
again and passed peacefully away, conscious to the 
last breath. Thus ended the life of a kind, dutiful 
daughter, a gentle, affectionate sister, and a loving, 
devoted wife and mother, aged 23 years, 8 months and 
24 days. 

Alta, darling, thou hast left us 

And thy loss we deeply feel, 
But 'tis God who hath bereft us 

And to His will we all should kneel. 

Kneel in grateful adoration,- 

To thank Him for His gift to us. 
Christ, the hope of our salvation. 

Who is our joy and righteousness. 

Yes, Alta, darling, we all will meet you. 

On that bright celestial shore 
Meet to part again? No, never; 

Where good-bye is said no more. 

— By her father, James W. Welch. 



IN HONOR OF R. W. BELL. 

Late Steward of the Ohio School for the Blind, Colum- 
bus, Ohio. 

Mr. Bell was born in Richland county, at Bell- 
ville, in 1834. The town of Bellville was named 
for Mr. Bell's grandfather, who must have come to 
that section of the country in very early times. His 
parents were William and Susan Bell, who were 
united in marriage in 1830 and settled on a farm near 
Bellville, where the subject of this sketch was born. 
The mother, Susan Bell, came from Maryland, and 




R. W. Bell, 
Late Financial Officer Ohio State School for the Blind. 



AHII.niKS OF TIIF. BLIND. S^I 

though never enjoying robust health, she possessed 
remarkable patience and affability of manner, qualities 
tliat were conspicuous in the character of her son. 

William and Susan Bell continued to reside on 
the Richland county farm until 1841, when they 
removed to a farm at the head of Riley Creek, in Han- 
cock county, Ohio. I have heard our steward say that 
when his father moved to this farm the improvements 
consisted of a comfortable log cabin and five acres 
cleared and fenced; otherwise everything was in a 
wild state, and neighbors were few and far between. 
Here the parents with their children toiled and 
struggled with all the difficulties of pioneer life in the 
wilderness. During these years of farm life the boy, 
Rezin, attended the public schools and sometimes was 
able to give only about three months of the year to 
school, while the other nine months had to be given 
to the farm work. Notwithstanding these limited op- 
portunities for getting an education, he became well 
grounded in the common branches and acquired 
knowledge which he turned to good account in the 
business of life. The hardships of pioneer life devel- 
oped in him those sterling qualities of character which 
ensured success in later years. 

In 1847, while still residing on the Hancock 
county farm, the father died, and the family was 
broken up for a time. Rezin was apprenticed to a 
tinner and learned the tinner's trade. Rezin was nat- 
urally mechanical and attained a high degree of skill 
in this branch of mechanical art. 

In 1857, when Mr. Bell was twenty-three years 
old, he resolved to seek his fortune beyond the rockies. 
Joining himself to a company of friends and neigh- 
bors, he went by the overland route to California. 



502 THE ACHIEVEMENTS AND 

For some time he worked at his trade in San Fran- 
cisco and San Diego. Later he engaged in the mining 
business in Calaveras county, where he was very suc- 
cessful and amassed considerable wealth. In 1861, 
at the outbreak of the Civil War, his headquarters 
were at Mokelumni Hill, the county seat of Calaveras 
county. Here, at the outbreak of the Rebellion, he 
organized a military company called the Mokelumni 
Rifles, for the protection of the Pacific Coast. He 
remained the active leader of. the organization until 
the close of the war. 

In 1863 Mr. Bell quit the mines and accepted 
a position as clerk in the hardware store of Mr. Piatt, 
at Mokelumni Hill. Mr. and Mrs. Piatt had no chil- 
dren, but possessed a large fortune. They took 
their new clerk into their own beautiful home, and 
it was not long before an intimate friendship sprang 
up between the Platts and Mr. Bell. They came to 
look upon him as a son, and I know that until the last 
hour of his life he held Mr. and Mrs. Piatt in tender 
memory. In 1866, when Mr. Bell had been in the 
Piatt hardware store three years, he received a letter 
from his mother, who was in Bellville, Ohio, stating 
that her health was poor, and that she very much 
wanted to see him. She pressed him to come home 
immediately, as she was likely to die at any time. 

This letter decided his course, but he broke the 
news as gently as possible to his beloved employer, 
Mr. Piatt. The venerable, gray-bearded merchant, 
looking steadfastly upon the clerk, remarked: "I am 
loth indeed to part with you and would gladly make 
you the heir to my entire estate, if you could remain 
in my home ; but I realize that your first duty is to 
your mother." 



AfelLlTIEg OF THE BLlNt). gd^ 

Here let me quote the Calaveras Chronicle, a 
daily paper published at Mokelumni Hill. The Chron- 
icle, under the date of September 22, 1866^ says: "Mr. 
Bell, who for several years has had charge of Mr. 
Piatt's hardware store in this city, will leave to- 
morrow for the eastern states. Mr. Bell, by his steady 
habits and strict adherence to correct principles, has 
won a reputation which any man might envy. We 
wish for him a safe journey, a happy reunion with 
friends in the east, and a speedy return." 

Mr. Bell took ship at San Francisco for the Isth- 
mus, crossed the Isthmus on horseback, and on the 
Atlantic side re-embarked for New York. After a 
stormy voyage of several months, he landed and 
arrived safe in Bellville in December. Almost imme- 
diately he entered into a partnership with his older 
brother, George, in the dry goods business, and for 
eleven years he was one of the genial proprietors of 
the Bell dry goods store, of Bellville, Ohio. 

In 1871 Mrs. Traxler, Mr. Bell's sister and the 
youngest of a family of six, died on a farm near Bell- 
ville. 

On the thirty-first day of July, 1872, Mr. Bell 
was united in marriage to Miss Kate Bonar at the 
home of the bride's mother in Bellville, the ceremony 
being performed by the Rev. John Mitchell, pastor of 
the Methodist Episcopal Church. Mr. and Mrs. Bell 
were very active church workers. Some time after 
his marriage, Mr. Bell was elected trustee of the Meth- 
odist Episcopal Church. He taught a large Sabbath- 
school class and sang in the choir. 

In examining several copies of the Bellville pa- 
pers issued under different dates between 1866 and 
1877, the period of Mr. Bell's residence in Bellville, 



S04 "THE ACHIEVEMENTS ANB 

I find many notices of pleasant social gatherings at 
his home. On the occasion of Mr. and Mrs. Bell's 
return from their wedding trip, a company of friends 
and neighbors entered their new home, prepared a fine 
supper, sent an escort with a brass band to the train 
to bring the bride and groom to the house, and thus 
their home-coming was the occasion of a pleasant social 
evening long to be remembered by those who were 
present. 

To show how highly Mr. Bell was esteemed by 
the people of his native village and his influence 
among them as a church and Sabbath-school worker, 
let me mention another incident. One evening when 
he returned home from his store he found a large num- 
ber of his Sabbath-school scholars there. In the course 
of a social evening Miss Jennie Green, a member of 
the class, called the house to order and spoke as fol- 
lows : "This we can say of you, dear teacher : By your 
kind regard and affection for us, your Sabbath-school 
class, you have won the esteem of us all ; and to mani- 
fest our appreciation I present you in behalf of our 
Sabbath-school class Scott's Commentary on the Bible, 
hoping you will accept the ofifering as a token of our 
heartfelt wish for your present and future happiness." 

On August 5, 1875, Mrs. Susan Bell, mother of 
our steward, died at the home of her daughter, Mrs. 
C. H. Dewey, of Omaha, Neb. Her death was a 
severe blow to Mr. Bell, for he idolized his mother 
and after his return from California had devoted him- 
self assiduously to her comfort and happiness. 

In 1877 Mr. Bell was appointed to a position in 
the United States Senate. He and his brother sold 
out their dry goods store at this time, and the brother 
was appointed steward of the state hospital at Colum- 



ABlLtTTF.S OF THE TiLlNn. 50$ 

bus, Ohio. Mr. Bell resided in Washington two 
years, when he returned to Bellville. A few months 
later, in the early part of 1880, he was made steward 
of the Ohio Institution for the Education of the 
Blind, which position he has held ever since, with the 
exception of two terms served by Democratic gover- 
nors, Messrs. Hoadley and Oampbell. Under the 
Campbell administration the Democratic Board of 
Managers of this Institution, then presided over by the 
Hon. A. D. Marsh, of Celina, were reluctant indeed 
to ask for Mr. Bell's resignation and allowed him to 
hold over almost a year. 

In the early eighties Mr. George Bell, brother of 
our steward, died in Washington, D. C, where for 
a number of years he had been engaged in business. 

One of the most brilliant social events in the 
Institution during Mr. Bell's stay among us was the 
marriage of his daughter and only child. Bertha Bonar 
Bell, to Frank Clinton Henry, of Washington, D. C, 
on the evening of November 6, 1901. 

During his term of office Mr. Bell was the 
founder of the Buckeye Republican Club, of Colum- 
bus. He was a thirty-second degree Mason and a 
Shriner and gave his best efforts to the work of the 
order. For the past four or five years he took a deep 
interest in bowling, thinking the exercise beneficial to 
his health. 

Only a few months ago Mr. Bell went to southern 
Illinois to attend the funeral of his sister, Mrs. Evarts. 

The death of our beloved steward took place at 
ten minutes after nine p. m., on February 18, 1905, 
after an illness which lasted but forty-eight hours. 

A short, impressive funeral service, attended only 
by the members of the family and of the Institution 



5o6 THE ACHlEVEMliNTg ANti 

faculty, was held in Mrs. Bell's private rooms at half- 
past eight o'clock Tuesday morning, February 21 ; it 
was conducted by Superintendent George L. Smead. 
Later a service for the general public was held in the 
chapel of the Institution, conducted by the Masons. 
The floral offerings were rich and abundant. At 
1 1 : 40 an escort composed of Knights Templars, 
members of the Buckeye Club, and Institution friends 
accompanied the remains in a private car to Bellville, 
where interment was made at 3 o'clock. 

Who can measure the boon of a noble human life 
like that of Mr. Bell? I could speak at length of his 
faithful and efficient discharge of public duties, of 
his wisdom and sagacity as a business man, of his 
devotion to the blind children of our institution, of 
his high character, and of other phases of his life and 
work, but I will leave these topics to others. 



Mr. Bell as I Knew Him. 

BY G. L. SMEAD. 

Rezin W. Bell was peculiarly fitted by his expe- 
rience and by his kindness of heart for the position of 
steward of this Institution. His experience as a mer- 
chant gave him a knowledge of the prices and quali- 
ties of all kinds of goods which are used in a house- 
hold like this, and his mingling with all kinds of 
people developed his natural social qualities, which, 
with his integrity, gave him the confidence and good 
will of those with whom he had to deal. 

Mr. Bell was an expert accountant, a qualifica- 
tion very necessary for the bookkeeping of the Insti- 
tution and for the accurate reports which must be ren- 



ABILITIES OF THE BLIND. 507 

dered monthly to the auditor of state. His annual 
reports were models of neatness and clearness. 

Mr. Bell commenced his duties as steward, De- 
cember 25, 1880, and his first annual report was made 
November 15, 1881. For twenty years he held his 
position in the Ohio State School for the Blind and 
held it justly and honorably. My own association 
with Mr. Bell commenced with his first induction into 
office in 1880. Four years of most pleasant relations 
followed. When we were both superseded our cordial 
regard for each other did not cease. Most delightfully 
have I been entertained at his home in Bellville, and 
when he was once more in position as steward most 
kindly has he welcomed again and again me and mine 
to the hospitality of the Institution. 

It was my greatest pleasure when I again came 
into official position in the Institution to have for the 
financial officer one so tried, so experienced, and so 
honest as Mr. Bell. My reliance upon him for the 
last four and a half years has been help and confi- 
dence. Mr. Bell was loyal to the interests of the state 
and of the school, keenly alive to the good of the 
blind of Ohio, a true friend, ready to do anything at 
any sacrifice for those whom he esteemed. To me 
he was like a brother, and the touch of his kindly 
heart will ever abide with me as one of the good influ- 
ences of my life. It seems as though I must see him 
in his office or at the table opposite me in the dining 
room. His beneficent influence remains with us. Let 
us cherish it. Intimate contact of the best in us with 
the best in our friend is an influence that reaches into 

the eternities. ^ ^ o 

G. L. Smead. 



5o8 THE ACHIEVEMENTS AND 

R. W. Bell. 

A CHARACTER SKETCH FROM A BUSINESS MAN's 
VIEW-POINT. 

One of the state's important positions of trust 
has lost a bright, particular star, R. W. Bell. The 
memory of his many virtues, his acts of kindness, and 
his genial personality will not soon fade from the 
minds of his legion of friends. He was first of all a 
gentleman in the truest sense of the word, in social 
or business life. If no marble shaft were raised to 
commemorate his name, his good works would truly 
perpetuate his fame. 

He looked upon the pupils of the school much as 
he would his own children and gave them the atten- 
tion and care only a loving parent would be apt to 
give. He developed a high degree of excellence as 
steward, his executive ability being unquestioned. In 
the purchasing of supplies he was direct, straightfor- 
ward; no beating about the bush; thoroughly honest 
himself, he demanded the same square dealing from 
those firms who were favored with his business. 
Goods purchased must be right — no shoddy, nothing 
but dependable merchandise. 

He entered into the business of the State School 
for the Blind with his whole heart in the labor. No 
private business could have been more successfully 
conducted. Exceptionally well posted as to values, 
he commanded the best proposition extant. Not 
"penny wise and pound foolish," he always bought an 
article upon its merit. His keen insight and knowl- 
edge of "quality" in goods and their fair price gave 
him unusual advantage and purchasing power. Noth- 
ing within reason was too good for his people; he 



ABILITIES OF THE BLIND. 509 

bought those things that would give his charges the 
most direct benefit and pleasure. 

His life's work o'er, he has been called to the 
long rest and higher reward He alone can give. 

A. E. Pitts. 



Mr. Bell in Politics, 

My associations with Mr. Bell for many years 
have been so intimate and so friendly that I know 
that any weak words I can command will fall short 
far of expressing the regard I entertained for him 
while Hving or the deep sorrow I feel because of his 
death. 

In politics Mr. Bell was always an ardent and 
loyal member of the Republican party. He thor- 
oughly believed in those great principles for which 
and upon which that party was founded, and often 
expressed the opinion that the party of Lincoln, com- 
posed, as it ever has been and is now, of the leaders 
having the greatest genius for administration, must 
ultimately be the agency for the proper solution of all 
governmental problems. 

His closest political associates were the young 
men of the party, and his active interest in all that 
concerned them caused them to think of him as one 
of them. They never thought of him as one journey- 
ing down into the shades of life's evening and whose 
days had run into the allotted three score years and 
ten. It was as a member of the Buckeye Republican 
Club that Mr. Bell found his favorite field of political 
labor. Year after year he was chosen as a member of 
the board of directors. 

His counsel was always sought and was at all 



510 THE ACHIEVEMENTS AND v 

times wise, conservative, and honorable. He was 
intensely interested in all efforts to build up the club, 
to increase its efficiency, and make it a more power- 
ful instrument for aiding in the campaigns of the 
party. He always worked arduously in the move- 
ments to take the club to the annual campaign open- 
ings, took a pride in having it appear to the best ad- 
vantage, and never missed the opportunity at the meet- 
ings to offer his words of commendation and encour- 
agement. When his final illness came upon him he 
was, with his usual zeal, engaged in making the ar- 
rangements for the Buckeye Club to attend the inau- 
guration of Roosevelt. He was taken away before 
he could know of the triumph his beloved organiza- 
tion won on that occasion, much of which was due 
to his labor. Love to his memory. 

W. C. Kennedy, 
President of the Buckeye Republican Club. 
Columbus, Ohio. 



Mr. Rezin W. Bell as a Man, Companion and Friend. 

My acquaintance with Mr. Bell, while it extended 
over only a few years, speedily ripened into a warm 
friendship, and I am glad of an opportunity to pay 
a tribute to his memory. 

It is not my purpose to speak of his political or 
official career. Others are more familiar with that. 
So far as it is concerned, it is enough for me to know 
that during an exceptionally long term of public ser- 
vice, in positions where distrust is easily awakened, 
against his honor and integrity the tongue of slander 
never dared to move, and that upon his death politi- 
cal opponents united with his party associates in say- 



ABILITIES OF THE BLIND. 5II 

ing that our state never had an official in similar 
positions of more genuine worth or honest record. 

I early recognized his devotion to official duty ; 
to the careful discharge of his obligations, not only 
to the state, but to every association, whether of a 
public or private nature, with which he was connected. 
He was while I knew him advanced in years and of 
not over robust health, but he never permitted this to 
be an excuse to shirk any work or responsibility 
which fell to the position he held. He was diligent, 
careful, and painstaking, and whatever he was called 
upon to do he did promptly and well. 

But, beyond all this, what attracted me the most 
was the qualities as a man displayed by him in his per- 
sonal relations with other men, and it is of this I would 
speak. For several years prior to his . death it had 
been my good fortune to meet him at least once every 
week at a social club of which we were both members. 
His quiet, manly bearing and the evident kindliness 
of his nature attracted me at the beginning of our 
acquaintance, and, as I came to know him better, 
esteem grew into admiration, regard into warm affec- 
tion. 

We usually walked home from the club together, 
and it is the memory of these walks at night that will 
live longest in my recollection of him, for it was then 
he gave the full expressions of his tastes, his alTections, 
his purposes, and his ideals that revealed the high- 
minded, honest, brave, and kindly spirit he possessed. 
He was distinctively a just man, more solicitous of 
the rights of others than of his own, and while hold- 
ing himself to the strictest account was ever forbear- 
ing as to the faults and foibles of others. Of strong 
convictions on political and economic matters, which 



512 THE ACHIEVEMENTS AND 

he was always ready to defend, he never questioned 
the sincerity or intelligence of those who differed 
from him. His unvarying good nature made him 
always welcome. Everybody who knew him liked 
him. His entrance into the club I have mentioned 
was invariably hailed with outspoken delight, his 
absence always remarked upon, and when his death 
was made known there the words of one who loved 
him, "It will never be the same here again," were 
echoed by every one who heard them. He was a friend 
to be trusted in all things. 

He delighted in speaking well of others, and no 
scandal was ever spread by him. His language was 
always pure. In all my acquaintance with him I never 
heard from his lips a profane, impure, or vulgar word. 
He was a gentleman in spirit and in deed. It falls 
to the fortune of few to be so universally esteemed as 
he was by all who came into companionship with him, 
as an honest and faithful public servant and as a good, 
true man. 

He died as he had lived. In spite of growing 
years and failing strength he faithfully performed 
every duty to the very last, and to the last "let only 
sunshine radiate from his face, only helpfulness from 
his hands." James Kilbourne. 



An Appreciation. 

BY THE REV. JOHN HEWITT, RECTOR OF ST. PAUL's EPIS- 
COPAL CHURCH, COLUMBUS, OHIO. 

, I knew Mr. Bell through all of nine years ; knew 
him so well that it seemed as if I had known him all 
my life and longer. His life entered into mine in a 



ABILITIES OF THE BLIND, 513 

way that it can never pass out again. Though now 
absent in body, yet in a very real sense he remains 
with me, and I feel that in certain respects I am a 
better man for having known him. 

He was a sincere man, and there was an enthu- 
siasm in his sincerity which seemed so natural that 
it inspired confidence in him on first acquaintance. 
Men sought his friendship because he was so genuine ; 
because he gave himself, his good sense, his kindness, 
his heart, when he gave them his word or anything 
else he had to give. And he gave always cheerfully 
and generously of the best that was in him, never any- 
thing that was harmful in himself and harmful to 
others. 

He could not be sincere without being faithful in 
the discharge of every duty in every relation of life. 
His family, of course, came first; but the quality of 
faithfulness was never discounted in any other rela- 
tions. His clean record as steward of the State Insti- 
tution for the Blind reflects his standing as a citizen 
and as a man among men. 

He was a Free Mason of the best type, and this 
means that he not only accepted high ideals of man- 
hood, but tried to live them. It means, too, that he 
was tolerant and charitable in his judgment of others, 
as well as ready with a helping hand for the weak and 
erring and needy. 

He never made enemies, but was always making 
friends. Wherever he went, whether bent on business 
or pleasure, he was always heartily welcomed. He 
well deserved the hosts of friends he made, and besides 
these all the happiness which the world could give him. 
I hope for him far greater happiness in "that bourne 
from which no traveler returns." 

«33 



5*4 TiUE .ACHIEVEMENTS. AN£> 

Mr, Bell in His Home. 

A home is a sacred place, and it is not fitting 
that the doors of one should be rudely thrown open 
for the idle inspection and comment of the curious 
and the uninterested. This, however, is written and 
will be read by those who knew Mr. Bell best and 
loved him most. To niost of theni it will be but the 
putting into words of things already known and held 
as a privilege to have been a part of. 

Mr. Bell's affection for his mother has already 
been told, and the tie between the scattered sisters 
and brother was always a very strong one. His own 
home life began in 1872, some time after his return 
from California. On July 21st of that year he was 
unite;d in marriage to Miss Kate Bonar, of Bellville, 
Ohio, by the Rev. John Mitchell. They were to live 
in Bellville, and before the day of the wedding the 
home was ready^ furnished and waiting, many of the 
decorations and conveniences having been added by 
Mr. Bell's own hands. 

As has already been stated in the sketch of his 
life, the first home coming of Mr. and Mrs. Bell was 
greeted by a gathering of friends and well wishers. 
To the newly wedded bride nothing before or since 
has ever seemed quite so beautiful or perfect as that 
first glimpse of her home, bright with light and cheer 
and filled with loving, welcoming faces. Thus was 
instituted the hospitality that has always been such 
a feature of this home and which made it a social 
center in a quiet way at Bellville, in Washington, and 
for so many years at the Institution here. Mrs. Bell 
has never been very strong bodily, and Mr. Bell's 
devotion to her comfort and welfare and his anticipa- 



ABILITIES OF THE BLIND. 515 

tion of her least wish or need was the noblest trait 
in a character admirable in so many ways. In return, 
her influence over his life, her sympathy with his am- 
bitions, and her loyalty to his interests have been an 
inspiration to his efforts and a bulwark to his success. 
In countless ways did he always depend upon her 
advice in matters of the greatest importance and upon 
her tact and gentle influence for right and harmony in 
the little crises. While keeping her and their only 
child carefully shielded from any contact with his 
public life and business cares, he was the first always 
to acknowledge his dependence upon her counsel, say- 
ing many times that it was just the sort of help a 
man in his walk of life most needed. 

For the last twenty years, with but a short inter- 
val of absence, Mr. and Mrs. Bell have lived in this 
Institution. During that time their hospitality has 
been the nucleus of the home atmosphere of the Insti- 
tution family. Within that space of time there have 
been many changes around them among the officers, 
trustees, and faculty of the school, but living in the 
most cordial harmony with all, there was always room 
in their hearts for the new friends, and the old were 
never forgotten. Until her marriage three years ago 
to Mr. Frank Clinton Henry, of Washington, D. C, 
their daughter Bertha was a bright addition to the 
family circle and a greatly missed factor in the social 
life of the Institution. Since that time the Bells and 
Mr. and Mrs. Henry have usually spent their sum- 
mers together, traveling or in some place desirable 
for rest and recreation. Mrs. Bell will now make her 
home with her daughter in Washington. 

The readers of this book have been given a sketch 
of Mr. Bell's life and an insight into his life as a busi- 



5l6 THE ACHIEVEMENTS AND 

ness man, a citizen, a Mason, and a friend. These 
sketches have been written by those working side by 
side with him in these different phases of his Hfe and 
best fitted to know. It remains only to add that he 
was a genial and unselfish host, a loving husband, 
and a true, devoted father, thus filling out the measure 
of a well spent, well rounded life. 

Pauline G. Gray. 



RESOLUTIONS. 



Whereas^ God, in His great wisdom, has seen fit 
to remove from our midst our most beloved friend and 
steward, R. W. Bell, be it 

Resolved, That the death of Mr. Bell is not only 
a deep loss to our school as a whole, but that it is a 
personal loss felt by each and every pupil of the school. 

Resolved, That in him we found a heart to feel 
and know the needs of every one with whom he came 
in contact and one that responded to every call for 
sympathy, advice, or friendship. 

Resolved, That we as pupils feel his administra- 
tion, which has lasted for so many years, may well 
prove an example that can be followed, and never bet- 
tered by those who come after him. 

Resolved, That by these resolutions we express 
the feeling which in this hour of grief we share with 
the immediate family and all his friends, but most of 
all with her to whom he gave a lifelong devotion as 
pure and perfect as it was beautiful. 



ABILITIES OF THE BLIND. 517 

Resolved, That a copy of these resolutions be 
presented to the family, read in chapel, and printed 
in the special memorial number of the Ohio Harp. 
Grover Reel, 
George D utter, 
Clarence Geringer, 
Pupils' Committee on Resolutions. 



RESOLUTIONS FROM THE MASONIC BOWLING 
LEAGUE. 

IN MEMORIAM. 

For the first time in our existence as a pleasure 
association we are obliged to relinquish the compan- 
ionship of an esteemed brother, Rezin W. Bell. 

In the evening of a lifetime full of experience 
and commingling with brother man the Father sum- 
moned him to his rest. 

While we keenly feel the loss of a charming 
companion, we cannot in our limited vision divine the 
wisdom that deprives us, but our faith accepts it as 
an omnipotent plan, the inexorable law. 

Resolved, That in the death of our brother, Rezin 
W. Bell, with whom we so often touched shoulders, 
we lose a most esteemed factor, a choice character, 
a sterling citizen, all in one ; a brother who had and 
was worthy of the love of our entire circle. He lived 
a useful life that shed a radiance of good cheer and 
sound principles upon all so fortunate as to walk side 
by side with him. He was blessed with a kind coun- 
tenance that registered the comfort of good health, 
and possibly Death was the kind guardian that spared 
him future inevitable ills and misfortunes. 



5l8 THE ACHIEVEMENTS AND 

Resolved, That we would, with the bereaved 
widow and daughter, bear our portion of grief, assur- 
ing them that were it possible to lighten their burden 
our affection for them would so prompt us. 

Chas. C. Reel and Dave T. Logan. 

Columbus, Ohio, March ii, 1905. 



M t8 1906 



